Do You Know the Fish You’re Eating?

“Third fisherman: …Master, I marvel how the fishes live in the sea.First fisherman: Why, as men do a-land; the great ones eat up the little ones.”

— Shakespeare

OVERVIEWStudents design and conduct research to discover firsthand what type of fish isbeing sold in their community, where this fish comes from, and whether that fishis an overfished species. This lesson gives students a chance to do their ownmarket research and discover first-hand what type of fish is being sold to thepublic. It also provides an introduction to fish as an important food source and asan industry controlled partly by supply and demand. The results that emerge fromthis lesson will likely lead your students to question the role of public education inseafood choices for sustainable fisheries.

OBJECTIVESDesign a research project.Conduct market research regarding the types and sources of fish sold in the localcommunity.

GRADE LEVEL8-12

SUBJECTSLanguage ArtsScienceSocial Studies

VOCABULARYcapacity, commodity, depletion, fishery, overfishing, populations, stocks,sustainability

MATERIALSHandout #1: List of overfished and near-overfished fish speciesHandout #2: Overview of world’s ocean fisheriesHandout #3: Sample graphs and charts

NATIONAL SCIENCE STANDARDS:This activity supports the following National Academy of Sciences scienceeducation standards.Grades 5-8:Unifying Concepts and Processes—Evidence, models, and explanationStandard A: Science as Inquiry—Abilities necessary to do scientific inquiryStandard A: Science as Inquiry—Understandings about scientific inquiryStandard F: Science in Personal and Social Perspectives—Populations,

resources and environments

Standard F: Science in Personal and Social Perspectives—Natural hazardsStandard F: Science in Personal and Social Perspectives—Risks and benefits

Grades 9-12:Unifying Concepts and Processes—Evidence, models, and explanationStandard A: Science as Inquiry—Abilities necessary to do scientific inquiryStandard A: Science as Inquiry—Understandings about scientific inquiryStandard F: Science in Personal and Social Perspectives—Natural resourcesStandard F: Science in Personal and Social Perspectives—Environmental qualityStandard F: Science in Personal and Social Perspectives—Science and

technology in local, national, and global challenges

NATIONAL SOCIAL STUDIES STANDARDS:This activity supports the following National Council for the Social Studiesstandards.Middle Grades:Standard I: Culture—aStandard IV: Individual Development and Identity—hStandard VII: Production, Distribution, & Consumption—a, b, fStandard IX: Global Connections—d

High School:Standard I: Culture—aStandard IV: Individual Development and Identity—hStandard VII: Production, Distribution, & Consumption—b, fStandard IX: Global Connections—d

BACKGROUNDDo your students know what type of fish they may be eating or whether that fishis an overfished species? How important is education in a supply and demandeconomy?

In recent years, humans have become more and more removed from theprocess of food production. This is especially true for the younger generation, asproduction methods have been altered dramatically in the last several decades.Small-scale food production has been replaced by larger-scale industry, andmodern technology results in fewer people being employed or connected to theproduction process.

Consumers make choices regarding fish purchases in stores andrestaurants that affect fish populations and environmental quality. This activityhelps build understanding of the implications of those choices.

BEFORE YOU BEGINMake copies of Handout #1, Handout #2, and Handout #3 for each student.

WHAT TO DO

1. Ask students what they know about the fish they buy at the store or order in arestaurant. Where does it come from? Is there an abundance of that species?

2. As an in-class introduction, students can brainstorm about the differenthuman relationships with fish (recreational, food source, etc.). Introduce thecurrent issues surrounding fisheries and the concepts of overfishing andsustainability. Also introduce fish farming and review the environmental andhealth issues associated with many farming practices.

3. Provide copies of handouts #1, #2, and #3 to students. Within groups of 3-5,ask students to develop a research project with detailed fieldwork to answerthe following questions:

• Where is fish sold in your community? (i.e. all supermarkets,seafood restaurants, fish markets, farmers’ markets, fast foodrestaurants, etc.)

• What type of fish is sold at each type of market?• Where does the fish come from? How are they caught? Are they

farmed or from the wild?• What are the prices of fish—compare both species and locations.• What is the most popular fish species?• What is the frequency of different fish species in the markets?• Which of these species are facing overfishing pressures?

Design and conduct a survey of fish being sold at markets and restaurants.

Students can also design a survey and questionnaire to interview customersand sellers in different markets or to interview students in your school. Thiscould yield information about consumer understanding of fish

4. Have groups analyze their collected data and prepare charts and graphs topresent their findings to the rest of the class. What conclusions can be drawnfrom this study, using such factors as pricing, availability, demand, andoverfishing threats?

5. Ask students to put themselves in the position of the fisher. Using theirconclusions, what choices would they make in order to create the greatestprofit?

6. As a group, reflect on these questions:• Will knowing more about overfished species change your eating

and purchasing habits?• Can consumers really have an impact on what is sold?• What about the many species for which there is not enough data to

judge whether they are overfished or not?

• Did the students have difficulty getting the information they needed,if so, what does this mean for consumer education?

7. Introduce your students to existing sustainable seafood choices programs.These programs maintain and make accessible information about fish speciesand the status of their populations. Why are different fish species placed inthe different categories? Discuss how these programs can assist with makingconsumer choices regarding fish purchases in stores and restaurants.

• Seafood Choices Alliance’s Smart Choices program(www.seafoodchoices.com/smartchoices.php)

• Monterey Bay Aquarium’s Seafood Watch(www.mbayaq.org/cr/seafoodwatch.asp).

• Environmental Defense(http://www.oceansalive.org/home.cfm )

• Blue Ocean Institute(http://www.blueocean.org/#)

ASSESSMENTUse the group reports to assess students’ research design, their use of statisticalevidence, and the conclusions they draw to demonstrate mastery of keyconcepts, including overfishing, fish farming, supply and demand, and consumerchoices.

EXTENSIONS• Develop a consumer education campaign regarding sustainable fisheries.• Investigate the impacts of different methods of fish farming and ocean

fisheries and conduct a debate on managing these practices for sustainability.

USEFUL RESOURCESNational Marine Fisheries Service Regional Councils (www.nmfs.noaa.gov)United Nations Food and Agricultural Organization (www.unfao.org)

HANDOUT #1 - Overfished Marine Species in the United States

Albacore—North AtlanticAmerican Plaice—North AtlanticAtlantic Halibut—North AtlanticAtlantic Salmon—North AtlanticBarndoor Skate—North AtlanticBigeye Tuna--AtlanticBlack Grouper—South AtlanticBlack Sea Bass—South AtlanticBluefin Tuna—West AtlanticBluefish—Mid Atlantic except Gulf of MexicoBlue King Crab—Pribilof Islands, Saint Matthew IslandBlue Marlin--AtlanticBocaccio--PacificButterfish—Mid AtlanticCanary Rockfish--PacificCod—Gulf of MaineCod—Georges BankCowcod--PacificDarkblotched Rockfish--PacificGolden Tilefish—Mid AtlanticGoliath Grouper (Jewfish)—South Atlantic, Gulf of Mexico, CaribbeanGreater Amberjack—Gulf of MexicoHaddock—Gulf of MaineHaddock—Georges BankNassau Grouper—South Atlantic, Gulf of Mexico, CaribbeanOcean Pout—North AtlanticQueen Conch--CaribbeanRed Drum—South Atlantic, Gulf of MexicoRed Grouper—South AtlanticRed Porgy—South AtlanticRed Snapper—South Atlantic, Gulf of MexicoSailfish—West AtlanticShark Complex*Snow Crab—Bering SeaSnowy Grouper—South AtlanticSpeckled Hind—South AtlanticTanner Crab—Eastern Bering SeaThorny Skate—North AtlanticVermillion Snapper—Gulf of MexicoWidow Rockfish—PacificWarsaw Grouper—South AtlanticWhite Hake—North AtlanticWhite Marling00Atlantic

Windowpane Flounder—Mid AtlanticWinter Flounder—North, Mid AtlanticYelloweye Rockfish—PacificYellowtail flounder—Mid AtlanticYellowtail flounder—Cape Cod/Gulf of Maine

*The Large Coastal Shark Complex is listed by its management complex ratherthan individual stocks. The complex includes Spinner Shark, Silky Shark, BullShark, Tiger Shark, Lemon Shark, Nurse Shark, Scalloped Hammerhead Shark,Great Hammerhead Shark, Smooth Hammerhead Shark, Dusky Shark, BignoseShark, Galapagos Shark, Night Shark, Caribbean Reef Shark, NarrowtoothShark, Sand Tiger Shark, Bigeye Sand Tiger Shark, Whale Shark, BaskingShark, and White Shark.

Overall Fishing Stock Status, 2004Total stocks or stock complexes in the U.S.: 688Number of stocks overfished: 56Number of stocks not overfished: 144Number of stocks approaching overfished status: 1Number of stocks for which status is not known, not defined, or not applicable:487

Source: NOAA’s National Marine Fisheries Service, “Report to Congress: Statusof the U.S. Fisheries for 2004,http://www.nmfs.noaa.gov/sfa/domes_fish/StatusoFisheries/SOS8%20-05.htm

HANDOUT #2 - An Overview of the World’s Fisheries

What is a commercial fishery?A commercial fishery is the industry of catching a particular fish species or othermarine species for profit. Commercial fisheries exist throughout the world.

What is the status of our fisheries?Although humans have exploited marine species for millennia, advances intechnology over the last few decades have greatly altered the way humansexploit fisheries. Overfishing—fishing faster than the fish can replenish—is nowthe greatest threat to marine biodiversity. Today, thirteen of the planet’s fifteenmajor oceanic fishing areas are now fished at or beyond capacity. The problemhas grown to such proportions that the populations of some fished species, suchas haddock and bluefin tuna, have been decimated.

Is fish farming a better alternative?With a growing world population and marine fisheries in decline, fisheries expertshave long hoped that aquaculture might one day take up the slack. In some waysit already is, but a growing number of marine scientists believe that parts of theindustry may instead contribute to the further decline of marine resources. Theintense controversy pertains to which species are being farmed and how they arebeing farmed. Salmon, shrimp and tuna are examples of carnivorous animalsthat must be fed other fish. Most farms raising these species ultimately consumemore fish than they produce. The profit motive also inclines many farms toimplement large-scale, industrial practices that can result in pollution, thedestruction of marine habitat, and a tendency to generate diseases that pose arisk to both wild fish and consumers.In order to be truly sustainable, aquaculture operations need to operate in waysthat do not harm marine ecosystems or coastal communities; that neitherconsume more resources than they produce. In China, millions of people dependon farms that raise carp, an herbivorous fish that requires no fishmeal. Carp areomnivorous species like catfish and tilapia that can be farmed with very littleneed of fishmeal or fish oil. Farms that raise shellfish like abalone, clams, oystersand mussels also produce a net gain in protein for a hungry world. These kindsof aquaculture are best suited for truly taking pressure off our over-exploitedoceans.

What’s the big deal?For human populations, fishing has long been a way of life, a source of food andincome. It is the livelihood for some 200 million people worldwide. Approximately20 percent of the animal protein consumed by humans is derived from fish. Sinceliving marine resources continue to be overexploited by an industry too large forthe resources available, many fisheries are collapsing.

This means species are declining, a major world food source is being put at risk,jobs are being lost, and ecosystems are inalterably changing.

Handout #3: Sample Charts and GraphsExample Fish Availability Study

This table selects six species as below, and compares the frequency of theiravailability within three categories (supermarkets, restaurants, and fish markets)This graph selects six separate fish species to use in a price study. The threecategories used in-clude supermarkets, restaurants, and fish markets.

Fished Species Supermarket Restaurant Fish MarketTuna Always Always SometimesSwordfish Never Sometimes NeverShrimp Always Always AlwaysLobster Never Sometimes SometimesBass Sometimes Sometimes SometimesGrouper Always Sometimes Never

This table selects six species as below, and compares the frequency of theiravailability within three categories (supermarkets, restaurants, and fish markets).

This graph selects six separate fish species to use in a price study. The threecategories used include supermarkets, restaurants, and fish markets.

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Fishing for the Future

OVERVIEWThrough a fishing simulation, students model several consecutive seasons of acommercial fishery and explore how technology, population growth, and sustainablepractices impact fish catch and fisheries management.

OBJECTIVESStudents will:Experience the “tragedy of the commons”1 as it relates to fishing resources.Consider social, environmental, and economic impacts of overfishing.Identify sustainable fishing practices.

GRADE LEVELS6-10

SUBJECTSSocial studiesBiologyEnvironmental studiesGeographyEconomicsMathematics

VOCABULARYsustainability, tragedy of the commons

TIME1 hour

MATERIALSPlain M&Ms, one 14-ounce bag for up to 30 studentsPeanut M&Ms, one 14-ounce bag for up to 30 studentsSmall cups, 1 per studentServing bowls, medium size, 1 per groupSpoons, 1 per groupStraws, 1 per studentWatch, for timing activityHandout Fishing Log, 1 per studentHandout Fishery Facts, 1 per student

NATIONAL SCIENCE EDUCATION STANDARDS 1 The “tragedy of the commons” occurs when resources—such as the water we drink, and the fish we eat—shared byeveryone (or held in common) are used at a rate that exceeds the resources’ sustainable limit. Ultimately, aspopulation grows and consumption increases, the “commons” collapse. The phrase was first coined by Garrett Hardinin 1968, www.garretthardinsociety.org/index.html.

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This activity supports the following National Academy of Sciences science educationstandards.Grades 5-8:Unifying Concepts and Processes—Systems, order, and organizationStandard C: Life Science—Populations and ecosystemsStandard F: Science in Personal and Social Perspectives—Populations, resources, andenvironmentsStandard F: Science in Personal and Social Perspectives—Science and technology insociety

Grades 9-12:Unifying Concepts and Processes—Systems, order, and organizationStandard C: Life Science—The Interdependence of OrganismsStandard E: Science and Technology—Understandings about science and technologyStandard F: Science in Personal and Social Perspectives—Natural resourcesStandard F: Science in Personal and Social Perspectives—Environmental quality

NATIONAL SOCIAL STUDIES STANDARDSThis activity supports the following National Council for the Social Studies standards.Middle Grades:Standard III: People, Places, & Environments—kStandard V: Individuals, Groups, & Institutions—gStandard VII: Production, Distribution, & Consumption—cStandard VIII: Science, Technology, & Society—b, d, eStandard IX: Global Connections—d

High School:Standard III: People, Places, & Environments—kStandard V: Individuals, Groups, & Institutions—gStandard VIII: Science, Technology, & Society—d, fStandard IX: Global Connections—d

BACKGROUNDGarrett Hardin coined the phrase “tragedy of the commons” in 1968. Hardin describescows grazing on a common land. Since there is no direct cost to using the land,individual ranchers are motivated to add to their herds in order to increase theirpersonal wealth. But each added animal damages the pasture a small, perhapsimperceptible, amount. Ultimately, this gradual degradation destroys the commons.Each rancher acting alone is behaving in an appropriate, rational manner, yet the sumtotal of all the ranchers’ actions destroys the resource for them all.

From 1950 to 1990, there was a fivefold increase in the world annual fish catch.An increasing demand for fish coupled with environmentally damaging fishing practicesare leading to another tragedy of the commons. Roughly 70 percent of the planet’smarine stocks are fully or over exploited, according to the Monterey Bay Aquarium’sSeafood Watch program.

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In this activity, students will simulate fishery activity in different oceans. Asstudents progress through the fishing seasons, they will likely overfish their oceans andwill have to migrate to other oceans to meet their basic needs. Most groups willeventually create a total crash of fish stocks in all the oceans. This demonstration willclearly indicate the benefits of sustainable fishing practices.

BEFORE YOU BEGIN1. Check for peanut allergies in your class. You can do the activity using only plain

M&Ms, if necessary.2. For a class of 20, you will have five or six groups of three to four students each.

Each group will start with 20 plain and 10 peanut M&Ms. Count out the first round ofM&Ms and place them in cups or bags.

3. Copy the Fishery Facts and Fishing Log handouts.4. As a pre- or post-activity reference, have students read the handout Fishery Facts.

For additional references, read Chapter 5 “Global Trends – Food, Water, andIncome” and Chapter 6 “Environmental Sustainability” from Facing the Future’spublication Global Issues & Sustainable Solutions (www.facingthefuture.org).

WHAT TO DOBefore the Activity1. As a pre- or post-activity reference, have students read the handout Fishery Facts.

For additional references, read Chapter 5 “Global Trends – Food, Water, andIncome” and Chapter 6 “Environmental Sustainability” from Facing the Future’spublication Global Issues & Sustainable Solutions (www.facingthefuture.org).

The Activity1. Introduce and discuss the concept of sustainability using the following definition:

“Sustainability is meeting the needs of the present without limiting the ability ofpeople, other species, and future generations to survive.”

Ask why sustainability might be an important goal for a society and what might bedifficult about realizing this goal.

2. Tell students that today they’re going to go fishing and explore some of thesesustainability issues.

3. Explain the game rules:a. Each student will be a “fisher” whose livelihood depends on catching fish.b. Peanut M&Ms represent the largest and most valuable fish (tuna,

swordfish, et cetera).

4. Plain M&Ms represent the next most-valuable fish (cod, salmon, et cetera).a. Each fisher must catch at least two fish (large or small) in each round to

survive (i.e., get enough fish to either eat or sell).

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b. When the fishing begins, students must hold their hands behind theirbacks and use the “fishing rod” (straw) to suck “fish” (M&Ms) from the“ocean” (bowl) and deposit them into their “boat” (cup).

c. The fish remaining in the ocean after each fishing season represent thebreeding population, and thus one new fish will be added for every fish leftin the ocean (bowl).

5. Divide the class into groups of three or four students and have each group choosean ocean name such as North Atlantic, North Pacific, Arctic, Mediterranean, etcetera.

6. Give each group one serving bowl and each student one cup, one straw, and onecopy of the handout Fishing Log.

7. Put 20 plain and 10 peanut M&Ms in each group’s bowl.

8. Say “start fishing” and give the students 20 seconds for the first “season” of fishing.

9. Have each fisher count his or her catch (M&Ms in their cup) and record the data intheir Fishing Log.

10. Fishers who did not catch the two-fish minimum must sit out for the following round.

11. Add one new fish for every fish left in the ocean (bowl).

12. Allow fishers to use their hands on the straws during the second session torepresent “new technology.”

13. After the second fishing season, give one fisher from each group a spoonrepresenting more new fishing technology such as trawl nets, sonar equipment, etcetera. Continue the game for round three.

14. Ask, “What happened when ocean group [name] ran out of fish? How are the fishersgoing to survive now?” (One option is to move to another ocean.) Allow students to“invade” other ocean groups when their ocean is depleted, but don’t tell them thatthey can do this beforehand. Fishers may either go as a group to another ocean orthey may disperse to other oceans.

15. Repeat fishing, recording, and replenishing fish stocks until either sustainable fishingis achieved or until all (or most) groups fish out their ocean.

Reflection1. Have students do a free-write on the following quote by John C. Sawhill, relating it to

the fishing activity: “In the end, our society will be defined not only by what wecreate, but by what we refuse to destroy.” (John Sawhill is the former President andChief Executive Officer of The Nature Conservancy.)

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2. Use the following sample questions to lead a discussion about the activity:• How did you feel when you realized that you had depleted your fish stock?• How did you feel when other fishers joined your ocean group?• How does this activity relate to real ocean and fishery issues?• What’s missing in this game? (Impacts to nonhuman animals that rely on

fish for their survival, population growth, et cetera.)• What happens to a resource when you have infinite population growth,

growing technology, and a finite resource?• Are there any commonly owned resources in our region or community? If

so, what are some similar issues around them, and how can they best bemanaged? (Air is a commonly used resource—how do we deal with airpollution? Forestry or animal grazing rights also sometimes create similardiscussions. You might also talk about city, national parks, and otherpublic lands, and the competing uses and needs.)

3. Have students brainstorm ways to have a sustainable fishery. What rules could bedeveloped? (For example, limits on type of equipment allowed, amount and type offish, shorter seasons.)

ASSESSMENTAsk students to write, draw, or chart an explanation of factors that affect management offish populations and identifies the goal of sustainable fisheries. (Responses shouldreflect such factors as technology, environmental conditions, market prices, andconsumer choices.)

EXTENSIONS• Read Garrett Hardin’s essay “The Tragedy of the Commons” and discuss how it is

reflected in this game. For a downloadable version, go towww.garretthardinsociety.org/articles/art_tragedy_of_the_commons.html.

• Repeat the activity after the class has experienced the “tragedy of the commons”and discussed sustainable practices to see if they can harvest in a sustainablemanner.

• Students can research which fish are harvested in a sustainable manner and whichare being depleted. Have them do an advertising campaign in their school promotingthe consumption of sustainable fish and avoiding the consumption of threatened fish.(This might include researching the kind of fish served in your school cafeteria,developing a system that protects threatened fish, and presenting it to your cafeteriastaff, principal, and school board.) For recommendations about which seafood to buyor avoid, check out the Monterey Bay Aquarium’s website “Seafood Watch” atwww.montereybayaquarium.org or the Audubon website “What’s a Fish Lover toEat?” at http://magazine.audubon.org/seafood/guide/.

• Have students research a local fishery and include interviews with local fishers,biologists, and other people involved with the fishery.

• Have students choose one of the major world fisheries, such as salmon, cod, ortuna, and develop a sustainable fishing plan, paying attention to international lawsand treaties.

• Have students investigate fish farming and its environmental and economic impacts.

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• Have students research federal and state laws relating to economic use of publiclands by private companies and individuals. Determine whether these laws balanceenvironmental protection and economic development. If not, outline new laws tocreate such a balance.

• Do a watershed planning/protection project to help protect fisheries fromenvironmental damage.

• Participate in a beach or river cleanup project.• Join an Ocean/Fisheries Action Network such as:

Center for Marine Conservation Ocean Action Network: www.cmc-ocean.orgMarine Fish Conservation Network: www.conservefish.orgNational Audubon Society Living Oceans Program: www.Audubon.org/campaign/lo/SeaWeb: www.seaweb.orgWorld Wildlife Fund Conservation Action Network: www.takeaction.worldwildlife.org

MORE INFORMATIONVisit the United Nations Food and Agriculture Organization Fisheries Resource websiteat www.fao.org/fi.

For information and pictures about the state of the world’s fisheries, see the NewInternational Magazine on-line issue on fishing at www.newint.org/issue325/facts.htm.

To explore sustainable seafood choices, visit the Seafood Watch web site atwww.mbayaq.org/cr/seafoodwatch.asp or The Marine Stewardship Council (MSC),an independent non-profit organization that promotes responsible fishing practices.www.msc.org

Seafood Information Center, a clearinghouse for sharing seafood knowledgewww.seafoodinfocenter.org

CREDITFishing for the Future,” © by Facing the Future: People and the Planet,www.facingthefuture.org 2004 (used with permission). Adapted from “Fishing with Jim”by teachers Jim Hartmann and Ben Smith.

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FISHING FOR THE FUTURE—FISHERY FACTSThe world’s fisheries are under more pressure than ever before. From 1950 to 1990,there was a fivefold increase in the world annual fish catch. The average yearly per-person fish consumption in the industrialized world (59 pounds) is three times that ofpeople in the developing world (20 pounds). Fish demand remains high: An additional15.5 million tons of fish will be required by 2010 just to maintain current rates of fishconsumption. Today, 70 percent of the planet’s marine stocks are fully exploited oroverexploited.

The number of people fishing and practicing aquaculture worldwide has doubled since1970. More than 21 million people are full-time fishers, and 200 million depend onfishing for their livelihood. Asia contains the vast majority of the world’s fishers. In theearly 1950s, developed countries took 80 percent of the world’s fish catch. Today, theytake only 36 percent of the catch, while developing countries take 64 percent.

The technology used to catch fish and the number of fish caught per fisher variesenormously. Modern fleets are the most environmentally destructive, as they useenhancements such as airplanes, radios, seafloor maps, and video sonar to track downfish schools. Once they have found the fish, these fleets use large nets to drag up notonly the targeted fish but also coral, the seafloor, and around 27 million tons annually of“by-catch”—nonmarketable fish that are killed and thrown overboard.

To compensate for reduced wild fish stocks, more and more fish are being farmed.Nearly a third of all fish for food is harvested from aquaculture. For every 11 pounds ofbeef grown globally, there are now 4.5 pounds of farm-raised fish produced. Fishfarming causes environmental destruction comparable to the replacement of rain forestwith cattle ranches. About 11 pounds of wild ocean fish need to be caught to feed eachpound of farmed species. Thailand, which has one of the biggest aquaculture industries,has lost half its mangrove forests due to shrimp farming. Densely stocked salmon farmsin British Colombia, Canada, produce waste (including fertilizer, effluent, and fishmeal)equivalent to that generated by half a million people.

Despite these numbers, there is still hope for the world’s fisheries. Fisheries can berestored through the adoption of sustainable fishing practices. With the properincentives, fishers can be encouraged and rewarded in their effort to sustainablymanage marine resources. For example, partnerships between local communities andscientists in the central islands of the Philippines resulted in the establishment of marinereserves to help manage overexploited fisheries. The establishment of no-fishing zonesin the reserves has increased catches in adjacent fishing grounds. Another solution is touse the power of the market to encourage sustainable fishing practices. The MarineStewardship Council together with the World Wildlife Federation and Unilever, one ofthe largest makers of fish products, has developed a certification process that includesa label telling consumers that fish products came from fisheries certified as sustainable.

References: The New Internationalist magazine issue 325, www.newint.org;The United Nations Food and Agriculture Organization, www.fao.org; Environmental NewsService, February 2002, www.enn.com

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Fishing LogOcean Group: Fishers:

Record your group’s catch and fish left in ocean after each season:Season Catch Fish Left in Ocean

High Value Fish Medium Value Fish Total Catch1

2

Write a brief description of the status/health of your fishery:

Season Catch Fish Left in OceanHigh Value Fish Medium Value Fish Total Catch

3

4

Discuss changes in fishing practices or regulations. Are any fisheries in trouble? What did they do andhow did that impact your fishery?

Season Catch All Fish Left in OceanHigh Value Fish Medium Value Fish Total Catch

5

6

Write a brief description of the status or health of your fishery now:

How could you have made your fishing sustainable?

Net Results

OVERVIEWStudents will study and replicate a model of the factors affecting fisheries populations in theChesapeake Bay (or any other bay). Through a game they will investigate how decisions bywatermen, recreational fisherpeople, and lawmakers influence and are influenced by economicsand the abundance or scarcity of fish and shellfish stocks.

OBJECTIVESStudents will:Consider social, environmental, and economic impacts of overfishing from a variety ofperspectives

GRADE LEVELS8-12

SUBJECTS

VOCABULARYAbundance, aquaculture, depletion, harvesting, harvesting gear, moratorium, natural mortality,regulation, replenishment, scarcity, waterman

TIME2 hours

MATERIALSFor each student or pair of students:Bottle Model diagram

For each group of six students:Fishery Factor cardsRole cards and data charts2 open top containers (250 ml or larger bowls, shoeboxes, Tupperware)500 ml of dried pinto or small kidney beans1 graduated cylinder (250 ml or larger)4 measuring spoon sets (one per waterman and recreational fisherperson)4 cups (50 ml or larger) (one per waterman and recreational fisherperson)1 funnel with opening large enough to let beans through (or a piece of paper rolled into a cone)Paper and pencils

NATIONAL SCIENCE EDUCATION STANDARDSThis activity supports the following National Academy of Sciences science education standards.Grades 5-8:Unifying Concepts and Processes—Systems, order, and organizationUnifying Concepts and Processes—Evidence, models, and explanationStandard A: Science as Inquiry—Abilities necessary to do scientific inquiry

Standard C: Life Science—Populations and ecosystemsStandard F: Science in Personal and Social Perspectives—Populations, resources, andenvironmentsStandard F: Science in Personal and Social Perspectives—Science and technology in society

Grades 9-12:Standard C: Life Science—The Interdependence of OrganismsStandard E: Science and Technology—Understandings about science and technologyStandard F: Science in Personal and Social Perspectives—Population growthStandard F: Science in Personal and Social Perspectives—Natural resourcesStandard F: Science in Personal and Social Perspectives—Environmental qualityStandard F: Science in Personal and Social Perspectives—Science and technology in local,national and global challenges

NATIONAL SOCIAL STUDIES STANDARDSThis activity supports the following National Council for the Social Studies standards.Middle Grades:Standard III: People, Places, & Environments—h, kStandard V: Individuals, Groups, & Institutions—e, gStandard VI: Power, Authority, & Governance—cStandard VII: Production, Distribution, & Consumption—f,Standard VIII: Science, Technology, & Society—d, eStandard IX: Global Connections—dStandard X: Civic Ideals & Practices—e

High School:Standard III: People, Places, & Environments—h, kStandard V: Individuals, Groups, & Institutions—e, gStandard VI: Power, Authority, & Governance—cStandard VII: Production, Distribution, & Consumption—fStandard VIII: Science, Technology, & Society—d, fStandard IX: Global Connections—dStandard X: Civic Ideals & Practices—e

BACKGROUNDWhether the topic is catch restrictions on the blue crab or a moratorium on rockfish, fisheriesmanagement is almost always a contentious topic for citizens, scientists, watermen, lawmakers,and recreational harvesters alike. Yet, these groups want the same thing—populations of fish andshellfish that support and promise a viable future for our commercial and recreational harvestingindustry.

Unfortunately, the scarcity of many of these resources makes polite cooperation difficult toachieve. When the devastating impacts of a hurricane, a more efficient harvesting gear, or a lossof habitat reduces populations, the resource may dwindle, but the demand for it continues toincrease. The tough choices arising from this scarcity are the heart of current fisheriesmanagement.

In this activity, students grapple with these decisions through a game that illustrates howharvesting pressure, regulations, and other factors affect and are affected by the fisheriespopulations. By witnessing the rise and fall of populations in response to their actions andattempting to reach a compromise that is acceptable to everyone, students will gain anunderstanding of the challenge of fisheries management.

BEFORE YOU BEGIN1. Photocopy the Bottle Model Handout for each pair of students.2. Collect and organize a set of materials for each group. This activity is written for groups of

six to eight students. This group size will allow each student to have an active role in thegame. However, if you wish to approximate more closely the real-life proportions oflawmakers, watermen, and recreational fisherpeople, you may want to play the game as a fullclass. To do this, you will need to modify the recommended starting population andharvesting levels described in the first step of the teacher procedures. Other options whenyou have an extra student or two in a group are to add an extra fisheries scientist or anadditional lawmaker to serve as a DNR police person.

3. Photocopy one set of “Fishery Factor” cards for each group and cut each set into individualcards. Copy the card originals back-to-back so that the fronts of the cards read “FisheryFactor” and the backs have specific instructions.

4. In the game, students will assume the roles of several people whose actions influencefisheries. Photocopy one role card for each student and divide each playing group accordingto the following roles:• Lawmaker (one per group)• Fisheries scientist (one per group)• Watermen/commercial fisherpeople (at least three per group)• Recreational fisherpeople (at least one per group)

WHAT TO DOPart 11. Divide students into pairs. Distribute copies of the “Bottle Model” handout and instruct pairs

to work together to complete the questions on the worksheet. The handout introduces thefactors that influence fisheries populations. The rest of the activity is based on this studenthandout.

Part 22. Walk your full class through the following sequence once. (These instructions are also

provided to the students on the “Student Instructions” handout.• The goal of the game is to maintain a fishery that is stable enough to keep everyone in

business for at least ten rounds.• Divide students into group of six to eight students. Give each group a set of student

instructions. Also give each student a role card that explains his/her role in the game.Give each group a few minutes to explain and clarify their roles within the group.

• Each group places between 300 and 400 ml of beans in one of their containers, whichthey should label “Bay.” The beans in this container represent the stock of beanfish in theBay. The rest of the beans go in the second container, labeled “Extra.” To make the

harvest more realistic, each group’s Bay should be covered so that the harvesters cannottell how much the stock has been depleted.

• The game is played in ten rounds, each representing a year. In each round, the watermenand recreational fisherpeople “harvest” from the container abiding by current harvestinglaws. For the first round, watermen are allowed to scoop three tablespoons of beans intotheir cup; the recreational fisherpeople (who each represent 25 fisherpeople) are allowedto take two tablespoons. These harvesting levels will change in subsequent rounds.

• While the harvesters count their catch, the fisheries scientist calculates the reproductionof the species for the round and adds the appropriate quantity of beans to the Bay. Forevery one ml remaining in the container, the stock reproduces one ml.

• Students (except the lawmakers) must record their actions for this round on a data sheeton the back of their job card. Each bean harvested is worth $100 for the first round. Oncerecorded, all harvests for the round can be emptied into the “Extra” container and used bythe fisheries scientist when he/she replenishes the stock in future rounds.

• After the first round, you can apply the effects of supply and demand to the game. Iffewer than 150 beanfish are caught commercially then the price per fish rises to $110. Ifmore than 210 beanfish are caught commercially, the price per fish falls to $90.

• All harvesters and the fisheries scientists make verbal recommendations to the lawmakeras to the type and extent of regulations they feel should be in place in the upcoming year(round). The lawmaker records everyone’s recommendation in his/her data sheet. Whenmaking recommendations or laws, students should consider the suggestions on their rolecards. They should also remember that watermen need to make $6,000 each round or theygo out of business.

• Based on the recommendations, lawmakers make laws that must be followed by allharvesters in the next round.

• The round ends with the lawmaker drawing a “Fishery Factor” card that introducesadditional and unexpected occurrences. If the instructions on a card conflict with thelawmaker’s decision, the instructions on the card override the lawmaker’s decision.Otherwise, both card instructions and laws apply.

• Repeat for ten rounds.

Part 31. After ten rounds of the game, have the students (individually or in groups) answer the follow-

up questions on the student handout for Part 3.

Suggestions for a smooth game:• Students may ask how to count broken or half beans. Any bean less than a full bean does not

count toward the total; you may explain that these beans are under legal harvesting size.• Any bean that falls off the spoon during harvesting goes back into the pool and does not

count toward the student’s harvest.• To make sure that students are recording their harvests accurately, the fisheries scientist can

count any person’s harvest at any time. Anyone who has counted half beans or whose harvestis above the level recorded gets a $1,000 fine.

• If the students in the role of recreational fisherpeople have trouble calculating the percentageof fisherpeople who caught more than one beanfish, suggest the following formula:% = (# beanfish caught – 25) x 4

ASSESSMENTThe Bottle Model is only one representation of the way that replenishment and depletioninfluence a population. Ask students to draw and explain their own model of the way this processworks.

EXTENSIONS• Have students graph the data they collect (population and harvest) to investigate the

following question: Does looking at harvest data really tell you how a species is doing? Whatare some of the problems associated with looking solely at harvest data when trying todetermine the health of a species?

• Explore the role of technology in sustaining fish populations.• Research and write about the influence of varying stakeholders on public policy.

Fishery Factor Fishery Factor

Fishery Factor Fishery Factor

Fishery Factor Fishery Factor

Fishery Factor Fishery Factor

Fishery Factor Fishery Factor

Fishery Factor Fishery Factor

If watermen caught less than a combined total of 150beanfish this round, not enough of the fish are making it tomarket to meet the demand for tasty beanfish. Consumers arewilling to pay more for a bit of this scarce fish and will nowpay $110 per beanfish. If watermen caught more than a totalof 210 beanfish this round, there is a surplus of beanfish at themarkets. Seafood market owners are cutting their prices to getpeople to buy at their stores. Beanfish are selling for only $90per fish. This card applies to every round.

The Maryland General Assembly has called for apublic vote (referendum) on whether or not toreduce the amount of beanfish recreationalfisherpersons are allowed to catch by reducing theirscoop size. Use a show of hands to determinewhether or not those fishing for recreation shoulduse one size smaller scoop. Everyone may vote.

Each waterman has the option of buying bigger,more efficient equipment for $2000 that can beused until laws prohibit the use of such equipment.If you choose to make the purchase, subtract $2000from your earnings this round or use any surplusyou might have.In coming rounds, use one spoon size bigger thanyou used in the last round.

Everyone move one seat to the left and take overthe job and the data chart of the person whose seatyou have just taken.

Maryland students have begun a project raisingbeanfish in the classroom. This week theyreleased their fish into the Bay in an effort tohelp restore the population.As a result of their project, the beanfishpopulation in the Bay grows by 20 ml.

A disease from the Pacific Ocean is introducedinto the Bay through ballast water releasedfrom a large ship docked in Baltimore. Thedisease is devastating to the beanfishpopulation.Reduce your current beanfish population byone third.

A hurricane and its tremendous rainfall washestons of sediment into the Bay, smotheringdelicate beanfish eggs and killing submergedaquatic vegetation, the preferred food ofbeanfish.Reduce the beanfish population in the Bay by25%.

Recreational fisherpersons have just been shownhow to perform careful catch, a technique wherefish are caught for recreation and released back intothe water unharmed.Fisherpeople: start a new column for the number offish, if any, you decide to release. Fish releasedmay be put back into the Bay before the fisheriesscientist calculates reproduction.Lawmakers may consider mandating carefulcatch in future rounds.

The removal of a dam opens up prime beanfishspawning grounds and they have a reproductiveyear. Add 40 ml of beanfish to the Bay.

The dam also opens up new areas for those fishingfor recreation who are now allowed an additionalscoop each round unless regulations change.

Students create a forest and wetland between alarge mall and a local waterway. This vegetationhelps to reduce the amount of sediment, oil, andnutrient runoff washing from the mall into thewaterway.As a result, fewer beanfish die population-relateddeaths, leaving more to reproduce. Increase yourpopulation by 10 ml.

Suddenly, New Zealand starts shippingbeanfish to your area which are just as good asyours. They are also cheaper than yours!

This drives the market value of your beanfishdown $20 per fish for one round.

No changes this round.

NET RESULTS – PART 1The Bottle Model

1. Study the "Bottle Model" diagram below. This model represents the interaction between waysin which species are removed from the Chesapeake Bay and added back into the Bay (naturalreproduction and stocking of waterways). Explain what you think the model illustrates about thefactors that bring fish into the Bay and take them out of the Bay.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Under one faucet on the model, describe an event that could make the faucet flow faster. Forexample, an event such as a heat wave could reduce the amount of oxygen in the Bay andincrease natural mortality.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. If the event you described above did happen, what would happen to the population level in thebottle? Would the population be able to return to its original level after this event? How?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Bottle Model

NET RESULTS—PART 2Student Instructions

Your group is going to play a game that illustrates the way that people, fish and shellfishpopulations, and laws interact and influence each other. In the game, you will represent some ofthe people—lawmakers, scientists, watermen, and recreational fisherpeople—who influence andare affected by fisheries regulations.

1. Preparing for the game:Your teacher will give each of you a Role card. Your Role card includes a chart for you to fillout during the game. Read your role description carefully and ask your teacher any questions youmight have. Explain your role to the other members of your group and listen as they explain theirroles to you.

2. Setting up the game:Collect the rest of the game's materials from your teacher and distribute them among your group.Give the graduated cylinder to the fisheries scientist. Give each harvester (commercial andrecreational) a set of measuring spoons. Label one of your containers "Bay" and put 400 ml ofdried beans in this bowl. Cover your Bay with a cloth or a piece of paper so that the exact levelof “beanfish” cannot be seen. Label the other container "Extra" and put the rest of your beans inthis bowl.

3. Playing the game:Round 1:• Watermen may take up to three tablespoons of beanfish from the Bay. Recreational

fisherpeople may take two tablespoons. Each person should put their individual harvest in asmall cup so that they can count it later.

• After everyone has finished harvesting, fill in the data chart on the back of your role card.Check your role card to find out what this involves.

• Once the bean fish have been counted, watermen and fisherpeople pour their harvests into the"Extra" bowl.

• Using the graduated cylinder, the fisheries scientist measures the remaining population ofbeanfish in the Bay and calculates how much the fish reproduce. For every one ml ofbeanfish remaining, the scientist transfers one ml of beans from the "Extra" bowl to the Bay.The fisheries scientist fills out his/her data chart.

• Fisheries scientists, watermen, and recreational fisherpeople give recommendations to thelawmaker. Check your role card for ideas.

• The lawmaker decides which regulations (if any) harvesters must follow in the• next round.• The lawmaker draws a "Fishery Factor" card and reads it to the group.

Round 2 - Round 10• Your group will repeat the procedure from Round 1 following the new instructions from the

Fishery Factor card and any new regulations (if there are any) from the lawmaker.• The worth of beanfish may change as the game goes on. If your class is including the impact

of supply and demand in your game, the cost of beanfish will vary depending on how many

are caught. If the total commercial catch is less than 150 fish, the cost per fish rises to $110due to scarcity. However, if the commercial catch is more than 210 fish, the cost per fish fallsto $90.

Every Round:• The watermen must make $6000 each round to make a living. If a waterman makes under

this amount for a total of three rounds, he/she is out of business and becomes a recreationalfisherperson. Surplus from good rounds can carry a waterman through times of shortage.This means that if a waterman makes $6500 in one round, $500 can be used to make up for abad catch in another round.

• Recreational fisherpeople represent 25 anglers each. For every angler to catch a fish, therecreational fisherpeople need to catch at least 25 beans each round.

• The most important thing to remember about this game is that you get to make most of therules! You will need to come up with imaginative solutions as you encounter the challengesof fisheries management.

NET RESULTS—Part 3

After you have played ten rounds of the game "Net Results," answer the following questions:

1. Summarize the results of the game. What trends did you see in the beanfish population overtime?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Of the factors that increase and reduce the populations of species in the water, which can wecontrol? Look back at the "Bottle Model" from Part I and circle the factors that people cancontrol through various actions. Under each factor you circle, provide an example of anaction that you, or other people, do or could do to decrease the flow from the faucet.

3. Describe three events, actions, or decisions in the game that most influenced the health ofyour fishery.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. List and explain three things that you would do diff e rently if you were to play “Net Results”again. How do you believe these changes would affect the outcome of the game?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Because this was a game, or a model of a real-life process, there were many things that werenot quite realistic. Even so, this game should have given you a good sense of the challenges,cooperation, and compromise involved in fisheries management. What other factors mightinfluence populations and catches if this experiment were done in real life?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. This game deals with a very real issue: the role of laws in fisheries management. Think abouthow laws or regulations affected the watermen and recreational fisherpeople in your game.How did the regulations affect the fish population?

Write a persuasive paragraph to a classmate explaining whether or not you think we needlaws, such as those you saw in the game, to manage fisheries. Use examples and evidencefrom the "Bottle Model," the game, and any prior knowledge you might have to support yourperspective.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lawmaker

Introduction to your role:Your job is to make the laws that determine how many beanfish the commercial and recreationalfisherpeople can take out of the Bay each year. Your goal is to listen to everyone's point of viewabout how the fishery is doing and then make regulations that are fair and sensible. It is a toughjob, but someone has to do it! Ultimately, you are striving to keep the fishing industry healthythroughout the entire game.

At the end of each round, you will get a recommendation from each interest group (fisheriesscientists, watermen, and recreational fisherpeople). Although the recommendations may saycompletely different things, you need to use them to help decide which regulations to make.

What does the lawmaker do?As the lawmaker, you can regulate fishing in a number of ways. You can make everyone takefewer beanfish, or allow everyone to take more. You can change the size of the equipment thatwatermen and/or recreational fisherpeople are allowed to use (they all have a set of spoons sizesyou can choose from). You can also set different limits for recreational fisherpeople andwatermen. As a last resort, you can set a moratorium for a round or more. A moratorium is a banon all harvesting of the species and will allow the species to reproduce without being harvested.The lawmaker is also responsible for enforcing the regulations he or she sets, when necessary.

Remember:As a lawmaker, you take responsibility for many people's happiness, and sometimes for theirfinancial survival. Watermen make a living by catching and selling beanfish. They are notmaking a decent living if they make less than $6000 per round. They will go out of businesspermanently if they make less than this for a total of three rounds. This means that severerestrictions, or a moratorium might put them out of business. On the other hand, watermendepend on the existence of beanfish to catch, so overfishing might put them out of business infuture rounds. Your goal is to find laws that will balance present and future needs.

Here are a few examples of regulations you can set:• If the beanfish stock seems to be in wonderful shape, you can increase the amount everyone

can catch or allow for an unlimited catch, where everyone can take as much as they want.• If you are afraid that the beanfish stock is becoming too low, you can forbid the use of

tablespoons to scoop up beanfish. This means that watermen and recreational fisherpeoplewill have to use their smaller spoons, which do not catch as many beanfish.

Round # Scientist’ssuggestions

Watermen’ssuggestions

Recreationalfisherpeople’ssuggestions

Final decisionfor the round

Round 1

Round 2

Round 3

Round 4

Round 5

Round 6

Round 7

Round 8

Round 9

Round 10

Fisheries Scientist

Introduction to your role:You are the person who studies the Bay's fish populations. You are an expert who provides hardfacts to the lawmaker about how the beanfish population is doing. In this game, you are also theperson who measures the fish left after each round and calculates how many get put back in tothe pool through natural reproduction. This means that you are the only person who really knowshow the beanfish are doing. Your goal in this game is to make sure that there are always enoughbeanfish left in the pool to replenish the stock after each round. In other words, you want to makesure that there will be a future for beanfishing in the Bay.

What does the Fisheries Scientist do?To provide sound data to the lawmaker, you need to keep track of the amount of beanfish in theBay before and after harvesting and beanfish reproduction. You will start the game by placing200 ml of beanfish in the Bay. After each round of harvesting, you will measure the amount offish left and calculate how much the beanfish population will reproduce that year. To do this, youwill add one ml of beans to the Bay for every ml of beans left. For example: if there are 95ml ofbeanfish left in the Bay when harvest is finished, you will add 95ml more. This will bring thetotal amount of beanfish up to 190ml.

Based on what you know about the beanfish population after each round, you will need to makea verbal recommendation to the lawmaker, telling him/her what you think should be done tomaintain a healthy beanfish stock.

Remember:Since you are the only members of your playing group who actually measure the beanfish stock,you will need to explain to the others how the stock is doing. Most importantly, you need toconvince the lawmaker to make regulations that will keep the stock healthy, and not bring itdown to low levels.• If you can see that the current regulations are allowing the beanfish stock to become

seriously low, you can recommend that the lawmaker limit watermen to one scoop each perround or that the recreational fisherpeople use a smaller harvesting tool.

• If you think that the beanfish are doing particularly well, you can recommend that thelawmaker allow them to harvest more beanfish.

Round # Amount in Bayafter harvest (inml)

Amount addedthroughreproduction(1ml for eachremaining ml)

Final total afterharvesting andreproduction (inml)

Fraction gainedor lost fromprevious round

Round 1

Round 2

Round 3

Round 4

Round 5

Round 6

Round 7

Round 8

Round 9

Round 10

Watermen/Commercial Fisherperson

Introduction to your role:You make your living by catching beanfish from the Bay and selling them commercially. Yourgoal is to stay in business for the entire game while obeying the laws and regulations set by thelawmaker.

What does a Waterman do?To stay in business, you need to catch enough beanfish to make $6,000 (your expenses) eachround. For the first round, each bean is worth $100, meaning that you have to catch 60 beans inthe first round. The worth of each bean may change throughout the game.

If you make more than $6,000 in any round, you can save your surplus in your savings accountfor tighter times. If you make less than this amount in any round, you must make up thedifference with surplus from another time or count the round as a strike against you. If you havea total of three strikes against you during the game, you go out of business and become arecreational fisherperson.

At the end of each round, you will need to give a verbal recommendation to the lawmaker,telling her/him how your business is doing and what you think should be done to keep you inbusiness. Should you be allowed to use bigger and better gear or take more scoops? Should youor recreational fisherpeople be taking less? Are you making enough money to make a living? Doyou want to save money in case times get tight? To help you make these recommendations, youneed to keep track of your harvests using the chart on the back of this page.

Remember:If there are no fish, you will have nothing to catch and no way to remain in business. On theother hand, if regulations are too strict, you may go out of business anyway. You may work withother watermen and/or the recreational fisherpeople, or you may wish to be secretive about yourbusiness. It's your choice.

Round # Amountharvested (#of beanfish)

Price perbean thisround

Total amountearned

Amountearnedabouve (+) orbelow (-)$6000

Savingsaccount(totalsurplus)

Round 1

Round 2

Round 3

Round 4

Round 5

Round 6

Round 7

Round 8

Round 9

Round 10

Recreational Fisherperson

Introduction to your role:You do not make your living fishing, but it is still very important to you. You fish for fun,because you like to eat beanfish, or because you like to make a little extra money by sellingbeanfish on the side. Even though each of you only catches a small number of beanfish, there areso many of you that your harvest can be significant. For this reason, you must follow whateverlaws are set by the lawmaker just as the commercial watermen do.

What do the Recreational Fisherpeople do?Because there are actually many more recreational fisherpeople than watermen, you willrepresent 25 fisherpeople. This means that if you take a scoop of beans that has 25 beans in it,each recreational fisherperson has caught one bean. Not bad. However, if you only catch 10beans, then only 10 out of 25, 2/5ths, or 40% of the recreational fisherpeople have caught a bean.Not so good! When your harvests get below one beanfish per person, recreational fisherpeoplebegin to get worried.

At the end of each round, you will try to influence the lawmaker through a verbalrecommendation telling her/him how well fishing is going and what you think should be done.Should fisherpeople be allowed to catch more each round or use bigger and better fishing gear?Or are you worried that too much is being taken? Keep track of the number of fish that you arecatching with the chart on the other side of this page.

Remember:Just because fishing is a recreation to you doesn't mean that you don't care what regulations areset by the lawmaker. You want the freedom to continue your way of life.

Round # # of beanfishcaught total

What percentage ofthe 25 fisherpeopleyou representcaught one feanfish(up to 100%)

Percentage offisherpeople whocaught more thanone beanfish (up to100%)

How content areyour 25fisherpeople withtheir catch?

Round 1

Round 2

Round 3

Round 4

Round 5

Round 6

Round 7

Round 8

Round 9

Round 10

Salmon Scavenger Hunt

OVERVIEWGo on a salmon scavenger hunt to find out about threats to salmon populations. Gatherinformation about some of the reasons wild salmon have gone from such incredibleabundance to relative scarcity, and about some of the things people are doing to helpsalmon recover.

OBJECTIVESDescribe several ways in which human activities impact salmon at various points in theirlife cycle.

GRADE LEVEL6-8

SUBJECTSScienceSocial StudiesLanguage Arts (research skills)

VOCABULARYalevin, aquaculture, dissolved oxygen, egg, fry, hatchery, silt, smolt

TIMEOne session plus research time

MATERIALScopies of the “Salmon Scavenger Hunt” handoutresearch materialsInternet access

NATIONAL SCIENCE STANDARDSThis activity supports the following National Academy of Sciences science educationstandards.Grades 5-8:Standard F: Science in Personal and Social Perspectives—Populations, resources, and

environments

NATIONAL SOCIAL STUDIES STANDARDSThis activity supports the following National Council for the Social Studies standards.Middle Grades:Standard IX: Global Connections—dStandard X: Civic Ideals and Practices—e, f, j

Before You BeginMake one copy of "Salmon Scavenger Hunt" handout for each student, arrange foraccess to the Internet, and collect research materials about salmon. (See SalmonResources at http://worldwildlife.org/windows/pdfs/salmon_resources.pdf.)

What to Do1. Set up the scavenger hunt.Begin by asking the students to tell you what they know about the status of salmon. Arethe fish as abundant as they once were? Why or why not? What problems affectdifferent stages of the salmon’s life cycle? What kinds of things are people doing to helpsalmon? Once you’ve gotten an idea of the students’ base of knowledge, explain thatthey are going to go on a scavenger hunt to find answers to these and other questions.

2. Hand out the scavenger hunt sheet.Divide the group into teams of four or five students. Next, hand out a copy of thescavenger hunt sheet to each student. Explain that each team should work together tofind as many of the items on the sheet as they can. They can divide up the work in anyway they want. Suggest that they search on the Internet, in the library, or through anyresearch materials you have collected. (Note: You may want to talk with your studentsabout how they might evaluate the accuracy of information presented in resourcematerials, especially information found on the Internet. Remind them that, just becausesomething has been printed or posted online, it isn't necessarily true. They should notewhere the information came from and try to determine whether the author ororganization responsible for the information is a reliable source.) Also explain that theymay not be able to find every item on the list in the time allotted, but that they should dothe best that they can. Now give the students time to do their scavenger hunt.

3. Review student findings as a group.Once the students have completed their scavenger hunts, gather as a large group.Review their findings and have them add up their points. Were there any surprises onthe list? Did everyone understand the threats?

4. Review threats to salmon.Ask your students to consider the ways in which people compete with salmon for theland and water essential for the well being of both. Name some human activities thatthreaten salmon (overfishing, fish farms, dams, forestry operations, farming andranching, mining, and development--see “Fish Fate” for more). Do those activities haveany benefits? To whom? (Dams generate electricity, forestry supplies wood products,development provides people with homes, and so on.) Why might that make salmonconservation a controversial issue? (There are good reasons for and against activitiesthat harm salmon populations, and it's difficult to balance the needs of people with theneeds of salmon.)

Fish Fate—Major Reasons Salmon Are in Trouble

Since 1991, at least 26 runs (specific populations) of salmon in the Pacific Northwest,excluding Alaska, have been listed as endangered or threatened under the EndangeredSpecies Act. (And four more runs are candidates for listing.) In general, salmon species thatspend a larger proportion of their lives in fresh water are in greater trouble than those thatspend less time in fresh water. And the salmon that spawn in southern states are in moretrouble than those that spawn further north. (For example, salmon in Alaska are doing betterthan salmon in California.)

The following list discusses some of the major reasons that salmon are in trouble.1. Commercial and recreational overfishing have historically posed a major threat tosalmon by removing too many wild salmon from natural populations. Fortunately, both typesof fishing are now regulated, but overfishing is still a problem for some salmon populations.2. Aquaculture (fish farm) operations, if not regulated properly, release wastes that canharm salmon by washing into waterways and decreasing oxygen supplies. Wastewater fromthese operations can also carry antibiotics and other pollutants. Escaped farm-raised fish(which are typically Atlantic salmon—even in salmon farms on the West Coast) can spreaddiseases to wild fish and may compete with wild populations for food and spawning areas.In addition, sea lice and other parasites are a problem for many farmed fish. When wild fishswim near a fish farm, those wild fish can pick up parasites that pose a significant threat totheir survival.3. Dams are one of the biggest causes of salmon decline. There are more than 1,000 damsobstructing the flow of water in Washington alone. By slowing and changing natural waterflows, dams can lead to an inadequate water supply downstream, raising watertemperatures and allowing too much silt to collect. Hydroelectric dams can block fish frommoving upstream to spawn, and they can reduce the number of juvenile salmon thatsuccessfully migrate to the ocean. Even dams with fish ladders can create problems forsalmon. Adults may have difficulty negotiating them, becoming disoriented or injured in theprocess. And juveniles can easily become caught in the turbines if they don't use the fishladders while moving downstream.Dikes prevent coastal flooding by reducing the size of flood plains or preventing tidal surgesfrom the sea. Estuaries, where rivers meet the ocean, are primary habitats for youngsalmon to mature, feed, and adjust to salty, ocean water. Squeezing salmon populations inshrinking estuarian habitats can be extremely detrimental to salmon populations. When adike is built between the ocean and the estuary, the lack of salt water quickly kills off salt-water dependent marsh fish (such as salmon, herring, and perch) and invertebrates (suchas clams and mussels); this die-off, in turn, decreases the amount of food for marsh birds.The absence of salt water also causes the vegetation to shift dramatically from salt grassesto freshwater plants.4. Forestry operations can create problems for salmon. Removing trees can lead toincreased water flow across the surface of the ground, increasing erosion and subsequentlyallowing more silt to wash into the stream. Removing trees and other plants that grow alongstreamsides can also reduce stream shading and cause water temperatures to rise. Andclearing of forests right up to the stream banks deprives the stream of large trees that wouldotherwise fall into the streams and provide crucial fish habitat. In the last 50 years, two-thirds of the old-growth forests in the state of Washington have been logged. Those forestswere particularly important elements in keeping streams healthy for salmon as theyprovided essential shading and cover.

5. Farming and ranching may also remove vegetation that shades the stream or thatwould otherwise end up in the stream and provide fish habitat. Farming and ranchingoperations may channel streams and drain wetlands, drastically changing the flow of waterthat is needed by salmon. In addition, when livestock are allowed access to streams, theycan destroy banks and stream bottoms, increase the amount of silt in streams, contaminatethe water with their droppings, and destroy fish-nesting sites. By removing water forirrigation or livestock watering, farmers and ranchers can change stream flows. In addition,pesticides and fertilizers that wash off agricultural lands may poison fish or reduce oxygensupplies.6. Mining for gravel is another threat to salmon because it destroys streambeds, disturbingspawning grounds and causing increased water flows.7. Expansion of cities and housing developments across the land is another majorsource of problems for salmon. Humans are competing for the same water and land that areessential for the preservation and productivity of healthy wild salmon populations. Peoplehave altered natural water courses, eliminated or degraded wetlands, cut down trees, andintroduced toxic chemicals—particularly petroleum products, lawn and garden chemicals,sewage, and air pollution byproducts—into waterways. Loss of the estuarine wetlandhabitat, which is essential for healthy salmon populations, has been especially extensive.8. Hatcheries can also harm salmon, even though they were originally developed to boostsalmon stocks. These facilities take salmon eggs and sperm from adult salmon, hatch theeggs, and raise the young. Then they release the young into streams. However, sometimesthese successful “progeny” are returned to the hatchery and unknowingly bred together,which can create salmon that are unfit to survive in the wild. Today, hatcheries are usuallycareful to use eggs and sperm from parents that are well adapted to the stream in whichthey will be released. This was not the case in the past, which led to the release of fish thatwere less able to survive in the wild. Hatchery fish may carry diseases that affect wild fish,so that threat is monitored now too. And sometimes hatchery fish don’t return to their ownstreams. Instead, they end up in streams far from their origins. When this happens, theyinterbreed with wild fish and reduce the wild fish population’s ability to survive. Commercialand recreational fishers catch many hatchery-raised salmon. Because those fish don’t endup returning to salmon streams, they don't die in the streams and, subsequently, replenishthe nutrient supplies in the streams.9. Invasive species not native to the Pacific Northwest—including Spartina grass, zebramussels, Chinese mitten crabs, European green crabs, and Eurasian millfoil (an aquaticplant)—are spreading through the region and altering salmon habitats. For example,Spartina grass has already spread across 6,000 acres in Washington, crowding out theeelgrass that provides important rearing habitat for young salmon.10. Natural predators, such as seals, sea lions, and seabirds, now exist in numbers thatare out of proportion to the numbers of salmon they prey upon. Salmon and their predatorshave coexisted for centuries, but salmon populations have come under stress from manysides, reducing salmon numbers and causing an unnatural predator-prey balance.11. Global warming, many scientists believe, may cause exceptionally high seatemperatures at lower latitudes, which will force salmon and other fish to move north if theycan.

ASSESSMENTUsing the information obtained through the scavenger hunt, have the students write anessay or a letter to a newspaper editor. The writing should describe the current status ofsalmon, what threats exist, and what is being done to alleviate those threats.

Unsatisfactory—Three or fewer concepts are incorporated; incomplete ideas arepresented.Satisfactory—Four concepts are included in the essay or letter, at least three of whichare presented as complete ideas.Excellent—Four or more well-developed concepts are included, and there is a logicalflow to the essay or letter.

EXTENSIONS• Depending on the level of your group, you may want to organize mini-debates or

mock town meetings around one or more of the topics discussed in step 4. Have thestudents debate the merits of keeping or removing a local dam that generatesinexpensive power for a substantial number of residents but threatens a salmonspecies. Or have them argue for and against a new housing development in salmonhabitat. They can use the Internet to find reasons people cite for and against theseactivities.

• Many of the issues brought up in this activity tie directly to the concepts ofwatersheds. You may wish to expand this activity to take a more in-depth look atwatersheds--including the watershed your students live in. You may even want tomonitor the health of a nearby stream.

CREDITActivity adapted from Oceans of Life—An Educator’s Guide to Exploring MarineDiversity, a resource of World Wildlife Fund’s Windows on the Wild biodiversityeducation program. For more information on WOW please visitwww.worldwildlife.org/windows.

Salmon Scavenger Hunt

1) List five things that can destroy salmon eggs. (2 points each)1.2.3.4.5.

2) List four ways that urban development can harm wild salmon. (2 points each)1.2.3.4.

3) List two natural predators of wild salmon in each stage of development. (2points each)Egg1.2.Alevin1.2.Fry1.2.Smolt1.2.Adult1.2.Spawner1.2.

4) List two ways each of the following can harm wild salmon. (3 points each)Dams1.2.Forestry1.2.Farming/Ranching1.2.

Fish Farms and Hatcheries1.2.

5) List two other potential threats to wild salmon. (3 points each)1.2.

6) What are three steps people are taking to help wild salmon? (4 points each)1.2.3.

7) What are three things you can do to protect salmon? (4 points each)1.2.3.

ANSWER KEY

1) List five things that can destroy salmon eggs.• Disturbance of gravel (such as by movements of adult salmon, animals crossing

the stream, and so on)• Predation• High water temperatures• Freezing• Suffocation by being covered with silt• Pollution• Flooding that washes them downstream• Disease

2) List four ways that urban development can harm wild salmon.• Clearing trees and shrubs from stream corridors (which can increase water

temperatures in rearing areas)• Increasing water runoff by increasing the amount of pavement• Reducing water flows in waterways by diverting water for human use• Releasing pesticides, fertilizers, oil, coolants, road deicers, and other chemicals

into waterways• Filling in wetlands• Putting dikes in estuaries

3) List two natural predators of wild salmon in each stage of development.Eggfish, raccoons, ducksAlevinlarge aquatic insects, fishFryfish, minks, otters, fish-eating birdsSmoltfish, minks, otters, fish-eating birdsAdulthumans, seals, sea lions, orcas, sharksSpawnerbears, eagles

4) List two ways each of the following can harm wild salmon.Dams

• Block salmon movement both upstream and downstream• Alter water flow• Slow movement of young fish to ocean and thus increase their risk of

predation and disease• Affect stream and river habitat by retaining sediments (such as gravel and

cobbles) that would serve as spawning habitat

• Kill salmon in the turbinesForestry

• Increase water temperatures by clearing vegetation and removing shade• Reduce woody debris, which serves as fish habitat in streams• Introduce pesticides to waterways• Increase amount of sediment in waterways that may cover nests or cover

stream bottoms and thus eliminate the habitat adults need to spawnFarming/Ranching

• Increase soil erosion by washing silt into waterways• Introduce fertilizers and pesticides into waterways• Degrade streams when cattle have access to them• Reduce amount of water in stream by diverting water for irrigation• Channel streams• Remove large trees and woody debris from waterways

Fish Farms and Hatcheries• Fish from farms and hatcheries may interbreed with wild fish and reduce the

genetic fitness of the offspring.• Fish from farms and hatcheries may introduce diseases to wild fish and

compete with wild fish for food.• These operations use up limited spawning habitat.• They expose wild fish to antibiotics and other chemicals and may decrease

oxygen supplies by increasing the amount of wastes in waterways.

5) List two other potential threats to wild salmon.• invasive species• climate changes• changes in ocean conditions caused by global warming• overfishing

6) What are three steps people are taking to help wild salmon?• Leaving wide vegetation buffers along streams• Keeping oil and other pollutants out of storm drains• Removing dams that have outlived their usefulness and improving other dams

so that fish can get past them• Keeping livestock away from stream banks to prevent erosion and keep

animal droppings out of the water• Restricting the number of fish people are allowed to catch• Reducing runoff and soil erosion• Using cover crops between plant rows to absorb extra fertilizer and reduce

runoff and erosion• Reducing pesticide and fertilizer use• Reducing the use of water and electricity• Participating in stream restoration projects• Educating others about the threats salmon face• Writing letters to elected officials and fisheries managers to encourage them

to take specific actions that will help salmon recover

7) What are three things you can do to protect wild salmon?• Reduce use of water and electricity• Participate in stream restoration projects• Educate others about the threats salmon face• Contact elected officials and fisheries managers to let them know how you

feel about protecting wild salmon and their freshwater habitats

Windows on the Wild: Oceans of Life

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“We have overfished the seas systematically everywhere we have gone.

We must act now, not 20 years from now . . . if we are to prevent further

degradation of the marine environment.”

—Elliot Norse, President, Marine Conservation Biology Institute

Read a recent article about sharks and you'll

probably come away convinced that your next

ocean swim will end with a deadly attack.

But what those articles don’t always say is

that sharks rarely attack people. What’s

more, the frightening reports obscure a much

bigger issue: Shark populations are actually

declining rapidly worldwide. In this case

study, your students will learn more about

the diversity of shark species, the causes and

costs of their decline, and the way attitudes

and values of people around the world

influence shark conservation.

World Wildlife Fund

Case Study

Sharks

Windows on the Wild: Oceans of Life

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“Despite their fierce image, sharks are among the

most vulnerable creatures in the ocean.”

—Ocean Conservancy

World Wildlife Fund196

t’s a hot summer day at the beach. Ready to cool off, you wade into the

ocean and dip under the waves. You swim five, ten, twenty feet. And then it

happens. For a split second, you think about sharks. What if a giant killer

is lurking in the dark waters beneath you? What if you see a triangular fin heading

your way? Your heart thumps and your spine tingles. Even though you know you

shouldn’t be so afraid, there’s no fighting your imagination now. Spooked to the core,

you turn in for shore. So much for an ocean swim. You hope the shower feels safe.

If you’re like a lot of people, you may find sharks terrifying. But you might be

surprised to learn that sharks don’t really deserve their horror-movie reputation.

They aren’t prowling the ocean waters hunting for the next person to attack. In fact,

these days it’s the other way around: Humans are prowling the ocean waters hunting

for sharks!

Background Information

Who’s really more dangerous? For every person killed by sharks, an estimated 10 million sharksare killed by people.

I

Windows on the Wild: Oceans of Life 197

Catching Sharks Catches OnThe annual capture of sharks has been rising steadilyin recent years. That may come as a surprise to thoseof us who have never seen a shark product, much lessa shark. But three activities—recreational (sport)fishing, commercial fishing, and accidental catch—are contributing to the decline of shark populations.

Recreational Fishing: In growing numbers, peopleon both the Atlantic and Pacific coasts are payingfor the thrill of trying to catch a shark. The sharks’tremendous fighting spirit gives people all theexcitement they’ve been seeking in this extremesport (see “The Magnificent Mako“). White sharks,commonly referred to as “great whites,“ histori-cally have been considered a prize catchfor sport fishers. But the NationalMarine Fisheries Service hasbanned targeted fishing of greatwhites because they have declined sodramatically. They are naturally rare, so they’reeasily overfished in the few areas where they areknown to live.

In terms of numbers, recreational fishing isn’t thebiggest threat to shark populations. But it doespresent certain problems. One is that offshore fishersaim for big trophy sharks, such as makos. Makosgrow faster than some other sharks and matureearly, so large individuals have high reproductivepotential. Capturing them means a great loss interms of their potential offspring. In addition tooffshore fishing, a lot of recreational fishing takesplace near the shore, which is often a location forshark nurseries. That means that fishers may betaking pregnant females or juvenile sharks thathaven’t had a chance to reproduce at all. One goodoption for sport fishers is to practice “catch andrelease“ when fishing for sharks.

Commercial Fishing: Many markets for sharkproducts have expanded in recent years, drivingcommercial shark fishing to an all-time high. Forexample, the meat of thresher, porbeagle, and other

sharks is now on the menu at many restaurants,replacing more traditional seafood that has becometoo rare or expensive. Restaurants in California haveeven been known to try to pass off the tasty meat ofmako sharks as swordfish—a popular ocean fish thatis depleted in some regions.

Background InformationSharks Case Study

Fishing for Sharks

One of the most sought-after sharkspecies is the shortfin mako. Mako sharksdwell in tropical and warm-temperateseas around the world. In North America,makos live off the coasts of southernCalifornia and Baja California as well as

in the western AtlanticOcean, including the

Gulf of Mexico. Makosare powerful and fast, andthey’re known for leaping,thrashing, and attacking boats to

resist capture. Fishers even tell stories ofmakos leaping into boats, jaws gnashing,scaring the people aboard into the water!But ultimately, even makos aren’t fierceenough to avoid being killed by people.

The Magnificent Mako

shortfin mako

World Wildlife Fund198

Interest in other shark products is spurringcommercial shark fishing too. Shark livers are usedas a source of lubricants, vitamins, and cosmetics.Shark skin—once a popular material for cowboyboots—is still made into leather products. Andpowdered shark cartilage, considered by somepeople to be a powerful cure-all for everything fromsore eyes to cancer, sells for as much as $100 perbottle, even though there is no reliable evidencethat the powder is effective in fighting disease.

What’s more, the market has skyrocketed for onesmall part of the shark: its fins. In Hong Kong andother places around the world, diners pay up to $90for a bowl of shark-fin soup. When catching fish fortheir fins, many fishers will simply slice off theshark’s fins and throw the shark back into the wateralive. These injured sharks soon drown or die ofstarvation, infection, or predation.

Background InformationSharks Case Study

An expensive bowl of shark-fin soup maynot sound like a delicacy to you, but inAsia, it’s a traditional dish that has beenaround for many years. In fact, sharks andshark parts are the basis of numerousfoods, as well as health and beautytreatments, that are important in ancientAsian cultures. Hundreds of years ago,when shark products first became popular,shark populations were most likely largerand healthier. At the same time, humanpopulations involved in exploiting thesecreatures were smaller, which meant thatharvesting the sharks wasn’t as destructiveto the animals’ populations.

But now, with growing human populationsand the accompanying increase in demandfor shark products, shark-fishing practicesare causing serious conservation concerns.Reducing unsustainable shark fishing, whileworking to decrease the demand for shark

products, may offer hope for reestablishinghealthy populations in the future. It’simportant for conservation and culturalgroups to work together to protect thediversity of life in the seas while respectingwell-established cultural traditions.

Shark Fins—Past and Future

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Windows on the Wild: Oceans of Life 199

Accidental catch: Fishers don’t always catch sharkson purpose. Many times their nets and hooks acci-dentally snare sharks, as well as other fish, seaturtles, and marine mammals. When the species thatare caught are unwanted, they are called bycatch.(Blue sharks, for example, are considered bycatchbecause their meat has very little commercial value.)

One of the biggest causes of accidental bycatchof sharks is longline fishing for tuna and swordfish.Longlines are thin cables or monofilament lines thatmay stretch as far as 40 miles across ocean waters.They have a float every few hundred feet and abaited hook every few feet. Unfortunately, longlinesaren’t very discriminating: Approximately 25 percentof all animals caught with longlines are discarded,and of those, up to 75 percent are sharks.

In 1989, about 80 percent of the sharks caught inthe northwestern Atlantic as bycatch were killed anddumped back into the ocean. Today, as the value ofshark meat and fins has grown, fishers keep more ofthe sharks they catch. But, of course, that doesn’tincrease the sharks’ survival rates—it just reduceswaste. Even worse, many sharks that are caught areimmature and have not lived long enough toproduce young.

The species that fishers catch and keep, eventhough they aren't the targeted species, are calledincidental catches. For example, people fishing fortuna keep the makos and thresher sharks that getcaught in their longlines or nets because the sharksare just as valuable at market as swordfish and tuna.

As you might have guessed, all these activitiesspell bad news for sharks. Scientists estimate thatsome species of coastal sharks in the Atlantic watersof the United States have declined by as much as 80percent over the last 20 years. These numbers wouldcreate concern about any fish population. But in thecase of sharks, they’re especially troublesome. Whilesharks may be some of the top predators of the sea,they’re not good at bouncing back when theirnumbers get low. To understand why, it’s importantto know more about sharks and their life cycles.

Background InformationSharks Case Study

great white shark

“Sharks around the worldare facing a bleak future.

In order to turn this tide, people willneed to not only stop fearing sharks,

but care enough to take actionon their behalf.”

–Sonja Fordham,Shark Fisheries Specialist,

The Ocean Conservancy

World Wildlife Fund200

A Shark’s LifeSharks, along with skates and rays, belong to agroup of fish called elasmobranchs. Elasmobranchsare distinguished from other fish mainly by theirskeletons, which are made of cartilage rather thandense bone.

Most sharks have a few key characteristics incommon. They have five or more gill slits on eachside, unlike most fish, which have a gill cover, oroperculum. They have leathery skin covered with tiny,sharp scales. Most sharks have tails that are asym-metrical—the upper lobe extends out over the lowerlobe. (Lammid sharks, white sharks, and makos havesymmetrical tails.) And sharks don’t have swimbladders to keep them buoyant, which means theyhave to swim to keep from sinking. (Pelagic sharks,such as makos, also have to keep swimming in orderto breathe, but not all sharks swim constantly. Angelsharks, like other demersal species, live at or near thebottom and can rest on the ocean floor.)

Variety of Lifestyles: Beyond those few simple facts,it’s hard to generalize about sharks. That’s becausethere are so many species of sharks—nearly 500 bylast count—and the variation among those species istremendous. (See pages 202-203 for examples ofdifferent shark species.) Some sharks live in freshwater, some live in coastal areas, and some live only inthe deep sea. One of the smallest sharks, the spinedpygmy shark, is only 8 to10 inches long; the largest,the whale shark, can grow to be more than 40 feet!

Interestingly, not all sharks reproduce in the sameway. Some, including horn sharks and cat sharks,release their fertilized eggs into the sea, leavingthem completely unguarded. (The eggs are protectedinside tough, leathery egg cases.) Others, such aslemon sharks and hammerheads, retain the fertilizedeggs, hatch them internally, and nourish themthrough placentas until they are old enough to beborn. Still others, such as cookie-cutter sharks, retainthe fertilized eggs, which hatch internally butreceive no nourishment from the mother. Insteadthey must survive by eating unfertilized eggs andtheir smaller siblings! Despite these dramatic differ-ences in reproductive strategies, all sharks haverelatively long, slow life cycles.

All animal species go through their life cycles atdifferent rates. At one end of the spectrum areinsects such as fruit flies that can hatch, mature,reproduce, and die in a matter of days. At the otherend are species such as elephants and people thattake many years to mature, reproduce, and die.Sharks are more like elephants than insects. Mostshark species grow slowly and mature late. In fact,dusky sharks don’t reach their breeding age untilthey are more than 20 years old. Many shark speciesreproduce only every other year. Some sharks carrytheir young for two years. And many produce only asmall number of young at a time.

Background InformationSharks Case Study

Shark Natural History

pygmy shark

Windows on the Wild: Oceans of Life 201

Background InformationSharks Case Study

Shark’s teeth, which are actually modified scales, grow in rows, and sharks can sometimes have as many as fiverows of teeth at a time! Rather than growing along with the shark, sets of teeth are replaced with other setsof teeth as the animal matures.

Long Life Cycle Is No Longer an Advantage: Whenspecies live in unstable environments, it’s advanta-geous for them to have a short life, mature early,and produce many young. This helps populationsbounce back quickly when, for natural reasons,many individuals die. Sharks, on the other hand,evolved in a relatively stable environment, so theycan invest more of their energy in living longer,fertilizing internally, and producing fewer and largeroffspring. One advantage is that their young areborn large enough to avoid their few predators andstart feeding immediately on the fish, crustaceans,and cephalopods that form the bulk of their diet.

Unfortunately, sharks no longer have a stable,relatively predator-free environment. Overfishing byhumans has reduced the numbers of many fish thatsharks depend on for survival, making it harder forthem to find food. And humans have become thepredator that many sharks never had.

If sharks matured quickly and reproduced morerapidly, they might have a better chance of survivingthe impact of these human activities. But sharks, likeother species, cannot suddenly change their lifecycles. Moreover, even swordfish—which releasemillions of young at a time—have been rapidlydepleted by humans because females are beingcaught before they are sexually mature. So it’seasy to see why late-maturing, slow-growing, small-litter-producingsharks are especially vulnerable.In the late 1990s, scientistsestimated that sharks off theAtlantic Coast were beingkilled twice as quickly asthey were reproducing.

What Good Are Sharks?Many people would agree that sharks are remarkableto observe. Their sleek bodies, sculptured fins, andgaping jaws inspire not just fear, but also awe. Still,their real value is the role they play within theirecosystem.

Some sharks, such as basking sharks, feed byopening their mouths wide and straining small fishand invertebrates from the water. Others, such asmakos, chase down tuna, swordfish, and other largefish. Great white sharks and tiger sharks seek outlarger prey, such as seals and sea lions. But adultsharks have few predators other than humans. Forthat reason, some are top predators within theirecosystem.

Some sharks eat the same kinds of fish thatpeople do. But when it comes to selecting whichindividual to catch, sharks and people have differentapproaches. Sport fishers aim for the biggest,heaviest fish, and commercial fishers often capturefish at random. But scientists believe that sharkstend to catch sick, injured, older, or less agileanimals—in other words, those individuals that areless capable of escaping an attack. In this way,sharks may help ensure that the fittest animalssurvive to reproduce, boosting the overall health of

ocean populations.Scientists are concerned about the

effects that shark depletion could haveon marine biodiversity—the overallspecies diversity of the sea. In additionto weeding out less healthy individuals,sharks take advantage of big populationbooms in their prey populations. In sodoing, they keep any one species frombecoming dominant and overwhelmingother species that share their home.

And, of course, sharks themselves arepart of the overall diversity of the ocean. If

they decline, the richness and variety of theocean will be diminished too.

World Wildlife Fund202

Background InformationSharks Case Study

NNaammee That Shark!Few people know that there are nearly 500 species of sharks around the world.

Check out these pictures to get a glimpse of the incredible diversity of shark species.

Bluntnose Sixgill Shark

Prickly Shark

Gulper Shark

Sawback Angelshark

Mandarin Dogfish Shark

Zebra Bullhead Shark

Windows on the Wild: Oceans of Life 203

Background InformationSharks Case Study

NNaammee That Shark! (Cont’d.)

Zebra Shark

Barbeled Catshark

Sandbar Shark

Hooktooth Shark

Northern Wobbegong Shark

Thresher Shark

World Wildlife Fund204

Background InformationSharks Case Study

Laws for JawsThe U.S. government and some state governmentshave taken a number of steps to try to protectsharks from overfishing. In 1976, the United Statesdeclared exclusive control over fishing within 200miles of its coastline. The federal government hasnow made it illegal to kill sharks in the Atlantic andPacific Oceans just for their fins. It also estab-lished shark catch quotas, which setspecific annual limits on shark takes inthe Atlantic. Concern about sharkdepletion has led to even greater restric-tions on shark fishing since 1997, whenthe government reduced the quota onsome sharks in the Atlantic by 50 percent.In addition to these fishing controls, theestablishment of marine protected areas in certainparts of the world is helping to protect sharknurseries and habitat.

All of these laws are good for sharks, butproblems remain. After all, the United States is onlyone of 125 countries actively involved in tradingshark products. Not all shark populations enter intointernational waters, so the United States canprotect some species of sharks, but if other countriesdon’t set limits on shark takes, laws that exist in onlya few countries will not be enough to keep all sharkpopulations healthy.

Also, shark quotas don’t address the number ofsharks killed as bycatch and thrown back into thesea. As it is now, the bycatch numbers are verylarge, and many marine conservationists thinkthey need to be better controlled. (For moreabout marine legislation, seepages 341-344.)

Changing Views of SharksPeople’s attitudes toward sharks vary widely fromplace to place and from culture to culture. Forexample, traditional Hawaiian cultures treat allsharks with respect in their religion, mythology, anddaily life. By contrast, some Western cultures tend toview sharks as frightening creatures of the deep,

that can pose a serious threat to human life. Thisattitude has done a great deal to fuel shark

hunting, while making it very difficult forshark conservation to gain public support.

But there are signs that things arechanging. Peter Benchley, the author of

Jaws, now writes articles and essaysexplaining his new understanding of the

creatures he once portrayed as ruthless man-eaters. He believes people need to respect andprotect sharks. And perhaps they are beginning todo just that: New laws for shark conservationsuggest that people are coming to recognize theimportance of these fascinating fish. Perhaps as welearn more about sharks, we can get past some ofour fears. We may still get spooked when we take aswim at an ocean beach, but that doesn’t mean wecan’t recognize the vital role sharks play in theocean environment and take action to ensure thatthey survive into the future.

Shark Solutions

Scientists believe that ancestors of sharks swam through Earth’s seas more than 400 million years ago—about200 million years before dinosaurs.

Windows on the Wild: Oceans of Life 205

“What I definitely have become—to the best of my ability—is a shark

protector, a shark advocate, a shark appreciator, and above all, a shark

respecter. Sharks have an extremely important place in the natural order . . .

and we’re just beginning to learn how complex and wonderful they are.

I know so much more about sharks than I did when I wrote Jaws that I

couldn’t possibly write the same story today.”

—Peter Benchley, author

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SUBJECTSlanguage arts, social studies, science

SKILLSinterpreting (inferring, identifyingcause and effect, reasoning, elabo-rating), evaluating (critiquing,identifying bias)

FRAMEWORK LINKS37, 40, 59, 60

VOCABULARYattitude, fact

TIMEone session

MATERIALScopies of “A Short Shark Story” (page211), “Shark Survey” (page 212), and“Shark Meters” (page 213)

CONNECTIONSFor other values-clarification activities,try “Sizing Up Shrimp” (pages 160-165),as well as “The Spice of Life” in Biodiversity Basics and “Perspectives” in Wildlife for Sale.

AT A GLANCEExplore your knowledge of and attitudes toward sharksby reading a short story.

OBJECTIVESIdentify statements that are facts versus those that areattitudes. Explore personal attitudes toward andknowledge of sharks. Describe some of the ways thatknowledge and attitudes are related. Name severalways that attitudes about sharks can influence ouractions toward them.

M an-eater. Predator. Monster of the deep. Read apopular account of sharks, and you’ll likely comeacross these or similar phrases. In contemporary

Western culture, sensational articles and spine-tingling moviessuch as Jaws, The Deep, and Deep BlueSea have largely shaped our views ofsharks. As a result, most people viewsharks with fear and animosity.

But these views of sharks are notuniversal. Cultures that have long-standing ties to the ocean often viewsharks with respect, if not reverence.New research is also helping people to see that sharks are not theindomitable people-killers we make them out to be. In fact, they aremuch more vulnerable to the actions of humans than we are to them.

In this activity, your students will get a chance to gauge theirown knowledge of and attitudes toward sharks. And they’ll reviewtheir classmates’ results to see if there are any connections betweenwhat we know about sharks and what we think about them.

What Do You Think About Sharks?1

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1–What Do You Think About Sharks?Sharks Case Study

1. Give each student a copy of “A Short Shark Story.”

Have the students read the story to themselves orask for volunteers to read different paragraphsaloud.

2. Identify statements of fact andstatements that are personalfeelings or attitudes.

Have the students review the statements made bythe characters in the story. Then have them: (1) Underline at least three statements that reflectthe personal feelings or attitudes of the speakers,and (2) put a circle around at least three statementsof fact.

If there is any confusion, ask one of the studentsto explain the difference between a personal feelingor attitude and a fact. Then have the students sharesome of the fact statements and attitude state-ments they selected.

Afterward, ask the students if a person can havewrong feelings or attitudes toward sharks. (No,because a feeling or attitude is just a personalbelief or view.) Are statements of fact ever wrong?(Yes, because people may be making something up,incorrectly quoting an information source, orquoting a source that is unreliable.) You mightmention that not all the statements of “fact” in thisstory are accurate. For example, the story states thatthere is nothing you can do to prevent sharkattacks, but see “Be Shark Smart” on page 210 forsome ideas.

3. Hand out the “Shark Survey.”Have the students complete the “Shark Survey.” Inthe first part of the survey, students will record theirattitudes toward sharks. You might remind themthat there are no wrong answers in this section. Thesecond part of the survey poses questions of fact.There are correct answers to these questions (seepage 214), but students should simply answeraccording to their knowledge and best guesses.

4. Hand out “Shark Meter” pages.Now tell the students that they’re going to tabulatethe results of their “Shark Surveys.” They shouldfollow the instructions on the handout, filling in asmany circles on each of the two sharks as is appro-priate. The top shark measures attitudes: The morecircles that are filled in, the more positively thatstudent feels about sharks. The bottom sharkmeasures knowledge: The more circles that are filledin, the more that student knows about sharks.

What to Do

Make one copy of “A Short Shark Story,” “Shark Survey,” and “Shark Meters” for each student.

Before You Begin

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5. Review and discuss results.When students have finished calculating theirattitudes and knowledge about sharks, encouragethem to share their results. You might want to havethe students post their “Shark Meters” in theclassroom. Or, for a more active approach, have thestudents line up across the front of the room in fivegroups: those who scored a 1 or 2 in their attitudemeasurement, those who scored a 3 or 4, those whoscored a 5 or 6, those who scored a 7 or 8, and thosewho scored a 9 or 10. You should end up with fivegroups separated just slightly in the orderdescribed. Into which category did mostof the students fall?

Now ask for a show of hands from allthe students: Who got 1 or 2 of thefactual questions right? Who got 3 or 4right? Who got 5 or 6? Who got 7 or 8?Did anyone get 9 or a perfect 10? As yousurvey the students, encourage everyoneto keep an eye on where the hands aregoing up. Can they detect any relation-ship between knowledge and attitudes?For example, did people who knew theleast about sharks generally have a betterattitude or a worse attitude toward sharksthan those who knew the most?

Ask some of the students to shareexamples of where they picked up theirknowledge about sharks. Based on thesources mentioned, is this informationlikely to be reliable? Why or why not?

Finally, ask the group for a show ofhands to vote for one or two possibleanswers to the following: If they had$100 to designate for wildlife conserva-tion, and they could choose to give all ofit to protect pandas or half of it toprotect pandas and half of it to protectsharks, which would they choose? Tell

them to assume that sharks are suffering majorpopulation declines (which they are). After studentshave voted, ask the students to again reflect on anypatterns they observed. Did people's attitudes towardsharks correspond with their willingness to helpprotect them?

Explain to the students that, as this unitcontinues, they'll be learning more about sharks andthe problems they face. It might be interesting tosee if anyone's attitude toward sharks changes alongthe way.

1–What Do You Think About Sharks?Shark Case Study

AssessmentThe students are going to be the teacher! It's time fora test, but the students are going to create their owntests. In the center of a page, have the students writesome statements about sharks—either facts orpersonal attitudes. On both the left side and the rightside of the statements there should be blank lines. Thelines on the left will be marked as “Fact” or “Attitude.”The lines on the right side will be marked “Positive” or“Negative” to show how the student thinks eachstatement would shape a person's attitude.

Have the students put in the answers they believe arecorrect in their own tests. For fun, you could usestatements from different students' assessments anddo a “fun quiz” with the class. Grades won’t benecessary, but see how well the statements worked.

Unsatisfactory—Elements of the test are missing,facts and attitudes are not clearly distinguished,and positive/negative responses are not all rea-sonable.

Satisfactory—Five to seven statements are pre-sented with correctly distinguished facts and atti-tudes as well as reasonable positive and negativeanswers.

Excellent—Eight or more statements are clearlywritten with correct factual and attitudinalresponses as well as reasonable positive and nega-tive answers.

PortfolioIn their portfolios, students should include their“Shark Meters,” as well as a few sentences explaininghow people’s attitudes about sharks may be linked totheir level of knowledge about sharks. They can alsoinclude the tests they wrote for their Assessments.

Writing IdeaEach student can write a short piece that informscommunity members about sharks and the rolessharks play in marine ecosystems. In their pieces,students should address several common shark mythsand provide factual information to help readers betterunderstand how those myths came to be popularizedand in what ways the myths may affect people’s will-ingness to protect sharks.

Extensions■ Look for references to sharks in the media. Your

students can compile a list of the representations ofsharks they found and collect images of sharks innewspapers and magazines.

■ Create a shark bulletin board. Have your studentspost their shark meters so people can compare theresults. Or, have the students post any shark articles,poems, photographs, and drawings they find overthe course of the unit.

■ Show a short film or video about sharks. Whatviews of sharks does this film convey? Did it affectthe students’ attitudes in any way?

■ Have the students do some research to come upwith a list of tips for being safe in coastal areaswhere sharks might be active. (Share the “Be SharkSmart” tips on page 210 with your students.)

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Each year lightning kills more than 70 times as many people as sharks do!

BE SHARK SMART! What Do You Think About Sharks?1

And here’s one more tip: Don’t worry, swim smart, and have fun!Adapted with permission from Ranger Rick, June 2002, published by the National Wildlife Federation, © 2002.

1 . Always swim in a group. Sharks are more likely to attack someonewho’s alone.

2. Never swim at night or at dusk or dawn. Sharks are most active atthose times.

3. Swim in clear water. In murky water, a shark may mistake you for its usual prey.

4. Stay far from places where people are fishing or cleaning fish.Fish blood and guts can attract sharks and put them in a feeding mood.

5. Stay away from places where lots of small fish are leaping from the water. This could be a sign that a shark is chasing them. Also stay away from places where lots of seabirds are diving. That’s a signal that small fish are nearby, potentially accompanied by sharks that like to feedon them.

6. Don’t stay in the water if you are bleeding. Blood can attract sharks.

7 . Don’t wear shiny jewelry. Jewelry can look like flashing fish scales.

8. If you see a large shark, don’t panic and start splashing around. That can make the shark think you’re injured prey—an easy target. Just warnothers and calmly leave the water.

9. If a shark ever does attack you, fight back. Hit its eye or gill areas with your fists or feet.

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A SHORT SHARK STORY What Do You Think About Sharks?1

Carlos, Katie, and Katie’s twin brother, Nick, stood on the beach and stared out at the blue watersof the Pacific.

“It looks so welcoming today,” Katie said.“No it doesn’t. Look at those little waves,” Nick said. “The more you look at them, the more they

look like hundreds of shark fins popping out of the water.”Carlos shook his head. “You can’t think about yesterday, guys, or you’ll never get in the water. Do

you want to learn the joys of surfing, or don’t you?”Katie nodded, hesitantly. Nick shrugged.The day before had been a terrifying one at this same

beach. A surfer had been lying on his board, waiting tocatch the next wave, when a large shark came up andgrabbed onto his board. Without even thinking, thesurfer whacked the shark on the nose. The shark took alarge bite of board and disappeared. The frightenedsurfer paddled to shore, too scared to even look behindhim. Now everyone in Santa Cruz was talking aboutsharks—surfers, swimmers, you name it. Nick thought itwas a pretty lousy time to be visiting California andgetting his first surfing lesson.

“Sharks freak me out,” Nick said. “I don’t know if Ican do this.”

“Sure you can,” Carlos said. “Did you know that youhave a better chance of being killed by lightning than by a shark?”

“That may be true,” Katie said. “But I can do stuff to avoid being struck by lightning. There’snothing a person can do to avoid being eaten by a shark.”

“Except to stay out of the water,” Nick said quickly.“I’ll admit it, every surfer I know has thought about sharks at one time or another,” Carlos said.

“How can you not? Scientists say a surfer lying on a board looks a lot like a seal or sea lion from ashark’s perspective. And great white sharks eat lots of seals and sea lions.”

“You’re making me feel much better, Carlos,” Nick said sarcastically, taking a step back from thewaves.

“OK, so there is a risk,” Carlos said. “But we take risks every day. It’s risky to drive a car on ahighway. At least out here I can catch a big, high wave and ride it in, with the sun beating on myshoulders and the water sparkling like a sapphire. That’s worth a little risk!”

“It does sound pretty great,” Katie said. “Should we go for it?”“I think I’d rather surf in a swimming pool,” Nick said.“It’s up to you,” Carlos said. “But I can’t stand wearing a wet suit without getting wet any

longer.” He waded into the water. “C’mon, Katie. Let’s teach you how to catch a wave!”“Are you coming, Nick?” Katie asked, turning to her brother.“I don’t think so,” he said. “But I’ll keep an eye on the two of you, just in case you get into

trouble out there.”“You might regret this for the rest of your life, Nick,” she said, wading in after Carlos.“At least I’ll have the rest of my life!” Nick answered.

SHARK SURVEY What Do You Think About Sharks?1

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What Do You Believe?

1. Sharks are scary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . agree/disagree

2. People who swim in oceans where sharks live are crazy. . . . . . . . . . . . . . agree/disagree

3. Sharks are a little frightening, but they’re not bad. . . . . . . . . . . . . . . . . . agree/disagree

4. All sharks that swim near the shore should be killed. . . . . . . . . . . . . . . . . agree/disagree

5. Some kinds of sharks don’t seem scary to me at all. . . . . . . . . . . . . . . . . agree/disagree

6. Sharks are interesting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . agree/disagree

7. The world would be better off if there were no sharks. . . . . . . . . . . . . . . agree/disagree

8. Sharks are mean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . agree/disagree

9. I worry about people killing too many sharks. . . . . . . . . . . . . . . . . . . . . . agree/disagree

The ocean is a better place with sharks in it. . . . . . . . . . . . . . . . . . . . . . . agree/disagree

What Do You Know?

1. Sharks are a kind of fish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . true/false

2. Almost all sharks live near the coast where people swim, snorkel, and surf. . . true/false

3. If you see a shark while you’re in the water, it will probably attack you. . . . . true/false

4. If a shark bites you, you will probably die. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . true/false

5. There are fewer than 100 species of sharks in the world. . . . . . . . . . . . . . . . . . true/false

6. Some of our medicines are derived from shark products. . . . . . . . . . . . . . . . . . true/false

7. Some adult sharks are less than a foot long. . . . . . . . . . . . . . . . . . . . . . . . . . . . true/false

8. Some people eat sharks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . true/false

9. Because people are taking special precautions, there are fewer shark attacks now than ever before. . . . . . . . . . . . . . . . . . . . . . . . . . . . . true/false

Sharks have few natural predators, so their populations are stable. . . . . . . . . true/false

10.

10.

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SHARK METERS What Do You Think About Sharks?1

What Do You Believe?

Compare the answers below with those you gave on your survey. Then fill in a dot on theshark meter for every answer you gave that matches the numbered answers here. (Forexample, if you had four matching answers, fill in four dots in a row, starting at theshark's tail.)

(1) disagree, (2) disagree, (3) agree, (4) disagree, (5) agree, (6) agree, (7) disagree, (8) disagree, (9) agree, (10) agree.

What Do You Know?

Fill in a dot in the shark for every one of the questions you answered as follows:(1) true, (2) false, (3) false, (4) false, (5) false, (6) true, (7) true, (8) true, (9) false, (10) false.

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1-What Do You Think About Sharks?Shark Case Study

ANSWERS TO THE “SHARK SURVEY”

1. True. Sharks are a special kind of fish, though, because their skeletons are not made of dense bone.Instead, their skeletons are made of cartilage, like your ears or the end of your nose. So they’re called cartilaginous fish.

2. False. Sharks live in a variety of ocean settings—from coastal areas to the deep ocean.

3. False. Sharks rarely attack humans, and when they do it’s likely to be a case of mistaken identity: Thesharks mistake the person for a sea lion, another marine mammal, or an injured fish. Sharks also mayattack divers who bother them in some way.

4. False. Scientists think sharks often give people a bump or bite to investigate what they are (or tomake them go away if they’re bothering the sharks) and will not necessarily continue to attack.

5. False. Scientists have identified nearly 500 species of sharks worldwide.

6. True. Parts of sharks have been used for everything from artificial skin for burn patients to anticoagu-lants for people with heart problems.

7. True. There are many species of small sharks. For example, adult pygmy sharks grow to be only 10inches in length.

8. True. Shark is a popular dish at many restaurants, and shark-fin soup is a delicacy in some Asiancountries as well as in the "Chinatown" areas of many large, U.S. cities.

9. False. Despite increased understanding of shark behavior, shark attacks have increased over the pastseveral decades. Scientists believe that human population growth—simply having more people in thewater than ever before—explains most of this increase.

False. While it is true that most adult sharks have few natural predators, humans now kill sharksintentionally or accidentally at extremely high rates. For that reason, scientists believe that some coastalshark populations in U.S. Atlantic waters have declined by 50 to 75 percent over the last 20 years.

10.

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“We now know that the best shark is not a dead

shark; that these oft maligned fish play critical roles

in preserving balance in the marine ecosystem.”

—Mike Hayden, President/CEO, American Sportfishing Association

blue shark

SUBJECTSscience, language arts

SKILLSorganizing (classifying, categorizing,arranging), interpreting (translating,relating, reasoning), applying (restruc-turing, composing)

FRAMEWORK LINKS1, 1.1, 2, 3, 17.1, 18, 21, 23.1

VOCABULARYbarbels, bathypelagic, biodiversity,bottom trawls, coral reefs, epipelagic,estuaries, kelp beds, luminescence,mesopelagic, mollusks, pelagic,plankton, rays, trawl

TIMEone to two sessions

MATERIALScopies of “Meet the Sharks” (pages220-223) and Clues—“Where the WildSharks Are” (page 224); large drawingof “Ocean Zones” (page 226); scissors,string, tape, crayons or markers(optional)

CONNECTIONSUse “Sea for Yourself” (pages 72-81) toget students interested in learningabout different marine species as wellas the importance and uniqueness oftheir habitats.

AT A GLANCEIdentify shark species and determine where in theocean each species lives.

OBJECTIVESDescribe some of the different ocean zones. Describeseveral species of sharks and the parts of the ocean inwhich they live.

T he vast expanses of water in the oceans seem so muchalike. That’s why students are often surprised to learn thatthe ocean has different zones of life, defined primarily by

the depth of water and distance from shore, as well as bygeographic distribution—from polar to temperate to tropicalregions. In this activity, students will learn about some of thedifferent zones in the ocean as they meet a range of shark speciesand piece together information to determine where each one lives.

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Anja

G. B

urns

2–Where the Wild Sharks Are Sharks Case Study

1. Discuss shark attack scenario.Begin by describing this scenario to your students:

“A 12-year-old girl is attacked by what witnessescall a ‘big shark’ in waist-deep water on the Floridacoast. After her mother pulls her to safety, the girlreceives 72 stitches to her leg and survives.”

Ask the students if they think it would bedifficult to identify the kind of sharkthat attacked the girl. Are theremany different kinds of sharks?Are they similar or quitedifferent? Explain to your studentsthat sharks vary a lot from onespecies to the next. In this activity,each student or pair of students willdetermine the habitat of an assignedshark species and assess whether theirspecies might have been the shark thatattacked the girl.

2. Hand out copies of “Meet theSharks” and “Clues—Where the Wild Sharks Are.”

Tell the students that the information on “Meet theSharks” will introduce them to 25 species of sharks,all of which can be found in North American waters.Can someone define the term species? (A species is agroup of organisms that have a unique set of char-acteristics [such as body shape and behavior] thatdistinguish them from other organisms. If theyreproduce, individuals within the same species canproduce fertile offspring.) You might explain to thestudents that there are nearly 500 shark speciesworldwide. Assign one species to each student.(Some may need to work in pairs or work on twosharks, depending on your class size.) Tell thestudents that their job is to read the information and

clues to determine where their particular sharkspecies lives. Have the students cut out the sharkwith its description and, if you wish, tape one end ofa piece of string to the back of it. They can also colorthe shark if they'd like.

3. Discuss ocean zones.While the students are preparing their sharks,

hang up the ocean zone diagram. When thestudents are ready, ask them to think

about conditions in the ocean. Ifthey walk into the water right off

the beach, what is the ocean like?(Shallow, cold in winter but warmer

in the summer or in the tropics.) Ifthey were able to keep walking into

deeper and deeper water, how wouldthe ocean change? (It would get darker

and colder. Fewer or no plants would begrowing on the ocean floor, there wouldbe fewer or no coral reefs, and so on.)Remind the students that, because of

variations in light, temperature, and other condi-tions, species of fish and marine mammals areusually better suited to one part of the ocean thanthe other, just as some land animals are suited todifferent climates, different parts of a forest, andso on.

Discuss the four oceans zones (epipelagic,mesopelagic, bathypelagic, and coastal), explainingthe characteristics of each (see page 224). Point outto your students that, while most sharks spend themajority of their time in one particular zone, theydo travel throughout various ocean zones especiallyto feed.

What to Do

Make one copy of “Meet the Sharks” and “Clues—Where the Wild Sharks Are” for each student or pairof students. Redraw the “Ocean Zones” diagram(from page 226) on a large piece of paper. You canlabel the ocean zones yourself or leave them blank

and have your students label them, using the clueson the handout. Do not put the numbers on yourdrawing. Students will be asked to place their sharksin the correct zones, but they do not have to havethe exact placement as shown on page 226.

Before You Begin

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At this point, if you haven't already labeled theocean zone diagram, ask for volunteers to use cluesfrom the handout to fill in the blanks.

4. Affix sharks to chart. Now invite the students to come forward and placetheir sharks in the appropriate zones of the ocean,explaining what clues led them to this conclusion.(Mention that some students may need to wait untilother sharks have been placed before they can placetheir own species accurately.) They can either tapethe sharks directly in the zones or tape them nearbyusing a piece of string to connect them to theproper zone. Also, have the students say whetherthey think their species of shark could have beenresponsible for the shark attack described at thebeginning of the activity. Why or why not? (Seepage 226 for appropriate zones.)

You may want to remind the students that,although this diagram will indicate the particularocean zone each shark species prefers, it doesn’treflect their geographical distribution. For example,blue sharks are found all around the world, butAtlantic angel sharks are found only in the oceanwaters from Massachusetts to the Caribbean. Yetboth appear in this diagram together.

5. Discuss results.After students have completed their handouts,discuss the following questions.

■ What are some of the reasons that different speciesof sharks favor particular zones of the ocean? (Somefollow preferred food sources, some are betteradapted than others to cold water and dark water,some are too large for shallow water, and so on.)

■ Were you surprised that some of the larger sharks,such as great white sharks and tiger sharks, oftenventure into coastal areas? Why does this makesense? (These sharks feed heavily on marinemammals, which are concentrated close to land.)

■ Biodiversity is a word that means the variety of lifeon Earth—including genes, species, and habitats.What aspects of biodiversity did this activity cover?(The activity illustrated the great variety of sharkspecies and provided examples of some of thedifferent types of habitats where they live.)

■ Do the students notice any pattern in the distribu-tion of sharks on this diagram? (Although thediagram is not comprehensive, it does show moresharks in coastal areas than in other parts of theocean.) You might take this opportunity to explain

to your students that marine biodiversity isnot evenly distributed across the

oceans. Certain areas—suchas coral reefs and other

coastal habitats—containdisproportionately more species

than other areas. And these areas areoften more vulnerable to harm from

pollution, destructive fishing practices, andother problems caused by people.

2–Where the Wild Sharks Are Sharks Case Study

Whale sharks are the largest fish in the sea, reaching lengths of over 40 feet and weights of up to 20 tons.

whale shark

AssessmentsAsk students to draw a cross-section (side view) of theocean floor. They should identify some of the differentzones in their diagrams and label what changes therewould be between each zone. Have the students namea shark that would live in each zone.

Unsatisfactory—Only one or two zones are iden-tified with differences clearly noted, or severalzones are identified but no differences areexplained.

Satisfactory—Three zones are identified with dif-ferences named. At least one shark is assignedcorrectly to each zone.

Excellent—Four zones are identified with differ-ences named. At least one shark is assigned correctlyto each zone.

PortfolioIf students complete one of the shark mysterychallenges (page 227), have them include a shortpiece on their mystery species in their portfolios. Or,if students pursue research as outlined under thefirst Extension activity, have them includethe reports in their portfolios.

Writing IdeaHave students create field guideentries for each of the specieshighlighted in the “Meet theSharks” diagram. Field guidedescriptions include information onthe species, such as its common andscientific names, length, coloration,habitat, range, and preferred diet. Or askstudents to write up their answers to the“Shark Mystery Challenges.”

Extensions■ Have each student choose one species of shark and

put together a short report on it. The report shoulddescribe its preferred food, geographic distribution,method of reproduction, and other interestingaspects of its life and behavior.

■ Give each student a copy of “Shark Mystery Chal-lenges” on page 227. Explain to the students thatour current understanding of sharks lags wellbehind our knowledge of many other kinds ofanimals. Can they guess why? (For many years,information about sharks was obtained primarilythrough brief glimpses of live sharks and thestudy of dead specimens. As diving equipmentbecame more sophisticated, scientist began toslowly accumulate data on shark behavior. Year-round, close-up observations were first possiblewhen people began to keep sharks in captivity.Another boost has come quite recently with thedevelopment of advanced scuba equipment,which enables divers to stay underwater for longperiods of time. Now scientists are able to observe

sharks in their natural environment and tagsharks for long-term monitoring.) Whymight this information be helpful? (Corrects misconceptions about sharks.Guides decisions about how best toprotect sharks over the long term.)

Have each of your students investigatewhat scientists do and do not knowabout sharks by researching one ormore of the mysteries on page 227.Turn to page 228 for help withevaluating their answers.

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MEET THE SHARKS Where the Wild Sharks Are 2

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1. Frilled SharkFrilled sharks are about six feet long and have soft, eel-like bodies.This has led some people to observe that they look more like seasnakes than sharks. Frilled sharks feed on octopuses and biolumi-nescent squids and are sometimes caught in bottom trawls.

2. Bramble SharkThe bodies of bramble sharks are covered with thornlike spinesthat help them glide through the water. The large, slow-moving shark will sometimes float motionless, perhaps lookingfor hidden octopuses and rockfish.

3. Spined Pygmy SharkThe spined pygmy shark is one of the smallest sharks in theworld, reaching lengths of only about eight to ten inches.It is blackish-brown on most of its body and has a lumi-nescent underside.

4. Cookie-Cutter SharkScientists finally discovered why small, round holes covered thebodies of some tuna, porpoises, whales, and sharks when theyobserved how the cookie-cutter shark feeds: The shark holds itsmouth against the skin of its prey, sucks in a cylinder (or plug) offlesh, tears it off with its sharp teeth, and leaves a hole. Thesestrange sharks emit a greenish glow.

5. Atlantic Angel SharkAlso known as a sand devil, the Atlantic angel shark looks a lot like aray. Angel sharks feed on mollusks, skates, flounders, and othercreatures. They are found in the same zone as lemon sharks, buttend to burrow under the sand.

6. Horn SharkHorn sharks have a short, blunt head with high ridges abovethe eyes. By day, they often hide in kelp beds, emerging atnight to feed on small fish, mollusks, and other creatures.

Note: These pictures are not to scale.

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MEET THE SHARKS (Cont’d.) Where the Wild Sharks Are 2

7. Nurse SharkSluggish and generally docile, nurse sharks often lie on the oceanfloor without moving. But watch out! Some divers have made themistake of touching the quiet sharks, only to receive a sudden,severe bite in response. You can recognize nurse sharks by longfleshy appendages, called barbells that hang below their snouts.These sharks are commonly found in the vicinity of reefs.

8. Whale SharkWhale sharks are gentle giants that are covered with spots and stripes.They're the largest fish in the world, averaging about 32 feet in length.Certain individuals may reach lengths of more than 40 feet! But whalesharks are very docile, feeding on plankton and small crustaceans onthe surface, usually well off shore.

9. Sand Tiger SharkSand tigers are voracious eaters, consuming a steady diet of fishand squids, and they’ve even been known to feed on sea lions andother mammals. Nonetheless, these large sharks are essentiallygentle and rarely dangerous. Groups of sand tiger sharks oftengather around rocky reefs.

10. Goblin SharkThe unusual snout of the goblin shark extends out from its headin a long, flat blade. It is one of the rarest of shark species. Littleis known about the goblin shark’s feeding habits, but it isthought to spend most of its time swimming at depths of morethan 3,500 feet.

11. Megamouth SharkIn 1976, a U.S. Navy crew stationed off Oahu, Hawaii, found anenormous shark entangled in a large sea anchor about 500 feetbelow the surface. Apparently the shark had tried to swallow theanchor and died. The shark, new to science, was given the namemegamouth shark because of its huge, wide mouth.

MEET THE SHARKS (Cont’d.) Where the Wild Sharks Are 2

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12. Bigeye Thresher SharkBigeye thresher sharks feed primarily on squids and small tuna,and often get caught in tuna fisheries longlines. Like otherthresher sharks, they have extremely long tails, which scientiststhink they may use to round up or even stun fish.

13. Basking SharkBasking sharks swim with their mouths open, gulping water andplankton and then straining out the water. The second largest speciesof shark, basking sharks are reported to attain lengths of 40 to 45 feet.In summer, they are often seen basking near the surface of the water.

14. Great White SharkFew animals cause as much terror as great white sharks. They arestrong swimmers, and they prey on seals, sea lions, porpoises, tuna,sea turtles, and other sharks. They often congregate around sealand sea lion rookeries and are responsible for one-third to one-halfof all human shark-attack fatalities each year. But that doesn'tmean that a lot of people are killed by them: The total number of fatalities internationally from great white shark attacks was only ten for the entire 1990s.

15. Shortfin MakoThe fastest of all sharks, shortfin makos prey on other sharks,swordfish, and tuna. They are among the most beautiful andpowerful fish in the sea. But they’re probably best known for theirfierce antics when caught on a fishhook. They can leap high in theair to try to shake out the hook and, in an attempt to escape, mayeven attack fishing boats and the people in them.

16. Porbeagle SharkIn the nineteenth century, porbeagle sharks were heavily fished fortheir liver oil, which was used to tan leather. These sharks feed onsquids, and fish such as mackerel, cod, and flounder.

17. Brown Cat sharkOnly about two to three feet long, the brown cat shark feedsprimarily on shrimp and small fish. It has a chocolate brown bodyand green eyes.

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MEET THE SHARKS (Cont’d.) Where the Wild Sharks Are 2

18. Leopard SharkThis shark is spotted like a leopard and eats small fish, crabs, sea worms,and other organisms. Leopard sharks are sometimes seen in large schoolsby divers and kayakers, but they are harmless to humans.

19. Silky SharkA fast-moving shark with unusually smooth skin, the silky shark feedson organisms such as squids, mackerel, tuna, and pelagic crabs.Sometimes they swim in the same ocean area as blue sharks.

20. Bull SharkBull sharks are sizable predators—they can grow to the length of 11 feet.They have been known to attack swimmers in estuaries, rivers, andfreshwater creeks that flow directly into the ocean.

21. Tiger SharkThe tiger shark is striped like a tiger and weighs as much as 2,000 pounds.Although they usually feed on marine birds and seals, a variety of itemshave been found in the stomachs of tiger sharks, including: squids,lobsters, smaller sharks, turtles, canned peas, lumps of coal, the leg of asheep, and human remains.

22. Night SharkNight sharks search for fish and shrimp with their large, green eyes. Theygive live birth, and their litters usually range from 12 to 18 pups.

23. Lemon SharkLemon sharks are active around docks and estuaries, and they feed onfish, crabs, seabirds, and more. They look somewhat like bull sharks, butthey have distinctive yellowish undersides.

24. Blue SharkOne of the widest ranging sharks, blue sharks have been known to swimmore than 40 miles a day! Their migrations keep them in cool waters, wherethey feed largely on schooling fish and squids.

25. Great Hammerhead SharkYou won’t have any trouble identifying a hammerhead: Its head is shapedlike a wide rectangle with eyes at either end. It is a voracious eater, making ameal of rays, smaller sharks, and other fish. Hammerheads are very commonaround tropical reefs.

CLUES—WHERE THE WILD SHARKS ARE Where the Wild Sharks Are 2

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1.The two largest sharks in the worldreside in the same ocean zone.

2.Kelp beds grow just off the coast inmany temperate climates.

3.Sharks with large eyes and/or greeneyes tend to live in the deepestparts of the open ocean.

4.Swordfish, tuna, and squids areoften found in the epipelagic zone.

5.Sharks that dwell in the bathy-pelagic zone often haveluminescence (the ability to glow),which may allow them to commu-nicate and capture prey in theocean’s darkest, deepest waters.

6.An estuary is a place where fresh-water creeks or rivers empty intothe sea.

7.Seals and sea lions tend to congre-gate on islands and rocky coasts.

8.Cookie-cutter sharks and greendogfish are found in the sameocean zone.

9.Bottom trawling is a fishingmethod in which a large net, ortrawl, is dragged along the seafloor bottom to catch shrimpand pelagic fish.

10.Many coral reefs are found incoastal zones.

11.Porbeagles and shortfin makos arefound in similar habitats.

12.Leopard sharks and horn sharks livein the same zone, but they’re foundin different parts of the world.

OCEAN ZONES

Coastal: Located near the shore, and stretching from the ocean’s surface to a depth of 650 feet, this sunlit zone is home to a wide variety of marine species—from squid to sea lions.

*Epipelagic: This zone, similar to the coastal zone, is located in the open ocean rather than near the shore. Phytoplankton flourish in the abundant natural light, providing nutrients for a wide array of marine animals.

*Mesopelagic: Extending from about 450 feet to 3,300 feet, light penetrates the upper areas of the zone, but the lower reaches are almost completely dark.

*Bathypelagic: No sunlight touches this region (3,300 feet to about 13,200 feet, not including the sea floor), but bioluminescent animals thrive in the dark waters, producing their own light to lure prey.

*Pelagic means “of the open ocean.”

Windows on the Wild: Oceans of Life 225

(1) bathypelagic

(2) bathypelagic

(3) bathypelagic

(4) bathypelagic

(5) coastal

(6) coastal

(7) coastal

(8) epipelagic

(9) coastal

(10) bathypelagic

(11) mesopelagic

(12) bathypelagic

(13) epipelagic

(14) coastal

(15) epipelagic

(16) epipelagic

(17) bathypelagic

(18) coastal

(19) epipelagic

(20) coastal

(21) coastal

(22) bathypelagic

(23) coastal

(24) epipelagic

(25) coastal

hammerhead shark

ANSWERS Where the Wild Sharks Are 2

World Wildlife Fund226

2–Where the Wild Sharks Are Sharks Case Study

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Windows on the Wild: Oceans of Life 227

SHARK MYSTERY CHALLENGES Where the Wild Sharks Are 2

1.Your Uncle Hughie is the director of a largeaquarium. For years, his visitors have been begginghim to display a live great white shark. Now UncleHughie has asked you to look into the matter. Dogreat white sharks survive in captivity? If so, whatare their basic living requirements? If not, can yourecommend another shark that would be moresuitable . . . and still please the public?

2.You’ve learned how to scuba diveand can’t wait to take a dive off thecoast of California. But there’s oneproblem: You’re terrified of sharks.You’ve decided you’re willing to buythe best equipment to keep yousafe. What kinds of inventionshave been designed to helpprotect people from sharks?Which ones work? How? Is thereanything else you can do toreduce your risk of attack?

3.A friend tells you, “Sharks aren't good foranything.” You disagree, so you propose abet. He'll pay you $5 for every benefitsharks provide for people and the planet. Howmany benefits can you find? What are they? Howmuch money does your friend owe you?

4.You’ve learned that a tour boat leader has started“chumming” the waters about three miles fromyour favorite beach. Chumming means spreadingbait, such as animal blood and oil, to attract sharksfor viewing and filming. You think this sounds bad.Can you justify your concern? Why or why not?

5.One day you’re walking through a fish market inSoutheast Asia, and you come across a shark youcan’t identify. You buy the shark—not to eat it, butto compare it with pictures you have of sharks inyour favorite shark book. After a bit of searching,you tell your travel companions that you thinkyou’ve found a new species of shark. They thinkyou’re crazy. How could you justify your position?How could you find out if you really do have a newspecies of shark?

6.You’ve been hired to help create theset design for a new Jurassic Park

movie. The producerswant to have an ocean

scene, but they aren’tsure which animalswere around duringthe Jurassic period.Can you find outwhich sea animals

existed at that time?Were sharks present?

When did the first sharkrelatives appear on Earth?

7.Your mother tells you that she’s found a delicious-looking recipe for shark-fin soup, which she hopesto serve at her next dinner party. You think therecipe must be a joke, and you’re determined totalk her out of it. What can you find out aboutshark-fin soup?

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2–Where the Wild Sharks Are Sharks Case Study

ANSWERS TO “SHARK MYSTERY CHALLENGES”1.

There are about 100 species of sharks on display inaquariums around the world. The sand tiger shark,bull shark, sandbar shark, blacktip reef shark, andwhitetip shark are some of the sharks that haveadapted most easily to aquarium life. By contrast, thegreat white shark has never done well in captivity. Ingeneral, sharks do well if they have enough space andif scientists know enough about their feeding habitsto keep them well fed.

2.One important thing you can do to lower your risk ofa shark attack is to avoid diving, swimming, or snor-keling when sharks are most active—at dusk or dawn.Some wetsuits have been designed to mimic thestriped coloration of pilot fish, which sharks don’t eat.But these suits don’t work: Sharks don’t avoid pilotfish because they’re striped, but because healthy andstrong pilot fish are too hard to catch. Moresuccessful suits have been made with tiny interlockingstainless steel rings, which are able to protect aperson from a shark’s bite. Unfortunately, these suitsare very expensive. (For more tips on avoiding sharkattacks, see “Be Shark Smart” on page 210.)

3.Many very large sharks, such as great white sharksand tiger sharks, feed on seals, sea lions, and othermarine mammals that eat large amounts of mollusksand other small organisms. The sharks’ predation helpskeep populations of those mammals from depletingtheir own prey populations. Smaller sharks providefood for other species. Sharks have also been useful asmedicines: In the 1930s, shark liver was used widelyas a source of vitamin A, but now vitamin A can besynthesized, so this use is no longer common. Sharkcorneas have been used successfully as transplants forhuman corneas. Shark cartilage yields a kind of artifi-cial skin used for victims of burns. Anticoagulantsfrom sharks are used for treatment of cardiacproblems. And an extract from shark bile has beenshown to be useful in treating acne.

4.Scientists are still investigating the effects ofchumming on sharks and people, but in generalpeople are concerned that chumming makes sharksunnecessarily dependent on people and may putnearby swimmers and divers at risk.

5.So far, scientists have identified nearly 500 species ofsharks. Most scientists believe that we have not yetdiscovered all the shark species that exist in the world.For example, in a study conducted in 1998 and 1999,scientists discovered 14 potentially new species ofsharks at a fish market in the Philippines. So finding anew species of shark at a market isn't as crazy as itmay seem. You could consult a shark field guide or anexpert to see if your species has previously beenrecorded.

6.Sharks were beginning to dominate the sea by theJurassic period, some 208-155 million years ago.Other animals present in the ocean at that time wereturtles, clams, snails, and corals. The first primitivesharks appeared at least 400 million years ago. Thatmeans they preceded dinosaurs, trees, mammals, andflying insects!

7.There are indeed many people who believe that shark-fin soup is a delicacy. Unfortunately, the food spurreda practice called finning—catching a shark, removingits fins, and throwing it back into the water. Thesesharks die after being finned and, since so little of theshark has been used, the practice is both wasteful anda contributing factor in the decline of sharksworldwide. Shark finning has been banned in U.S.waters, and many shark-fin products worldwide nowcome from fisheries that make use of the entire fish.

Windows on the Wild: Oceans of Life 229

“In all our lives there are milestones, important moments we

remember long after. This was one of them. For the brief time of his

appearance I drank in every detail of the shark—his eyes, black as

night; the magnificent body; the long gills slightly flaring; the wicked

white teeth; the pectoral fins like the wings of a large aeroplane; and

above all the poise and balance in the water and the feeling conveyed

of strength, power, and intelligence.”

—Hugh Edwards, naturalist

tiger shark

SUBJECTSmathematics, science

SKILLSinterpreting (drawing conclusions,inferring, defining problems, reasoning,elaborating), applying (predicting,hypothesizing)

FRAMEWORK LINKS30.1, 40, 47.1, 50, 50.1

VOCABULARYbycatch, gill nets, longlines

TIMEtwo sessions, one night for homework

MATERIALSbandanas or other strips of cloth,three Nerf balls or other soft objectsthat can be thrown safely, two 12-footropes/clothesline, 8 to 12 clothespins,notebook paper, copies of “FishingWorksheets A and B” (pages 236-237)

CONNECTIONS“Where the Wild Sharks Are” (pages216-228) can set the stage for helpingstudents understand how certainfishing methods may affect someshark species more than others, basedon where in the ocean the sharks live.For more on fishing methods that canaffect shark populations, try “Catch ofthe Day” (pages 166-175).

AT A GLANCECarry out group simulations of common fishingmethods and assess why these methods and sharks’reproductive biology are together contributing to arapid decline in shark populations.

OBJECTIVESDescribe several methods by which sharks are captured.Discuss some of the advantages and disadvantages ofeach method.

Sharks in Decline 3

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W hen shark-attack stories make the news day after day,people start to think that sharks are becoming moreaggressive or that their populations are growing.

However, sharks aren’t increasing in numbers or ferocity. In fact,sharks are suffering significant population declines. Scientistsestimate that some species of coastal sharks have declined bybetween 50 and 75 percent in just the last 20 years.

One reason that shark populations have declined so rapidly isthat many common fishing methods accidentally capture sharks inaddition to the targeted fish. Another reason is that a growingmarket for shark meat, shark fins, and other shark products hasmade sharks a direct target of fishers who previously didn’t capturesharks, or at least didn’t keep thesharks if they were caught. (For moreon shark-fishing methods, see pages197-199.)

But these practices might nottake such a dramatic toll on sharks ifit weren’t for some basic aspects ofsharks’ reproductive biology. Sharksare slow-growing, late-maturinganimals that don’t reproduce veryquickly. And they are extremelysusceptible to population declines iflarge numbers of them are killed.

This activity contains a series ofsimulations that explore different fishing methods and how theyintentionally or unintentionally lead to the capture of sharks. Thenthe activity highlights why some fishing methods are so disruptive toshark populations, particularly in light of sharks’ reproductive biology.

sharkskin boots

3–Sharks in Decline Sharks Case Study

1. Discuss fishing.Ask students if they have any idea how people catchfish in the open ocean. Have a few students sharewhat they know about the topic, then tell them thatyou’re going to conduct a series of classroomexercises to show different fishing methods and theireffectiveness in catching targeted species. Write thefollowing list on the board:

a) Hook and lineb) Gill nets and drift gill netsc) Longlinesd) Trawling (optional)

2. Simulation A: Hook and LineThe hook-and-line fishing method is used by sportfishers as well as by some commercial fishers. In thissimulation, some of your students are going to befishing for yellowfin tuna using a hook and line. Theother students are going to be the tuna,sharks, and other sea creatures.

Ask for three volunteers to befishers. Have the fishers stand asidewhile you divide the remaining membersof the class as follows:

1) 3 to 4 pairs of students (with arms linked) = adult tuna

2) 3 to 4 individual students = juvenile tuna3) 3 to 4 pairs of students (with arms linked)

= adult sharks4) 3 to 4 individual students = juvenile sharks5) remaining students = other fish

Tie a bandana or strip of cloth around the arm ofevery tuna. You need not label the other students,but they should remember what identity they’vebeen assigned.

Now present the rules of the game. The fisherswill have one minute to “fish” for a tuna from thegroup. Since it wouldn't be safe to throw a hook andline at their classmates, they'll “fish” by throwing theNerf ball or other soft object. To make things harderfor the fishers, they have to be touching a desk witha part of their body when they throw the ball. None ofthe fish may run. Any fish the fishers hit is considered

“caught,” but if it’s not an adult tuna, thefishers should “throw” the fish back intothe group and toss the ball again. Havethe adult tuna that are caught standnext to the fishers who caughtthem. Whichever fisher has caught

the most adult tuna when theminute is over wins the game.

To begin the game, groupthe fish in the middle of the

room. Then tell the fishers tobegin. As the fishers catch theirfish, record the results on the board

on Chart A. (Be sure to count everyfish caught, even if the fish is thrown

back.) You might want to do another roundof fishing if time permits. (To do this, “restock”

the waters and select new fishers.)

You should decide in advance whether you want toconduct the trawling simulation with your students.It is part of the Shrimp Case Study on pages 166-175, but can also be done as part of this activity. If you decide not to do it, strike out all references totrawling on the handouts and do not include thetrawling chart.

Before beginning any of the simulations, pushdesks to the sides of the room, leaving a large openspace in the middle. Gather the materials for thesimulations. Copy Charts A, B, and C from “FishingWorksheet A” onto the board, and make a copy of“Fishing Worksheets A and B” for each student.

Before You Begin

Windows on the Wild: Oceans of Life 231

What to Do

hook and line

World Wildlife Fund232

Afterward, have the students copy the resultsfrom the board onto Fishing Worksheet A andanalyze the results. How many fish were caught thatwere not adult tuna? Tell the students that sharksare generally able to survive when they are caughtusing a hook and line and then thrown back. Thatbeing the case, what was the expected total sharkmortality in these simulations? (Answers will vary,but it’s unlikely that many would die.)

3. Simulation B: Gill NetsExplain to the students that some commercial fishersuse gill nets to catch fish in the open ocean. Gill netsallow a fish to fit its head and gill covers, but not itsfins or other parts of its body, through the net holes.The gill covers get caught in the net and prevent thefish from wriggling loose. So any fish that are largerat the gills than the holes in the net will get stuck.Once pulled onto the deck of a fishing boat, the fishwill quickly die. You might point out that, inaddition to being directly targeted by commercialfishers, a lot of sharks are accidentally caught in gillnets by fishers that are targeting tuna.

Some gill nets are fixed in one place and collectfish until they’re hauled in. Others are allowed tofloat through the open water. (These floating gillnets are called drift nets.) Sometimes drift nets getlost; they can float for years gathering fish andother sea creatures in them.

To simulate gill net fishing, select one student tobe the fisher. Have that person place the two ropesdown on the floor to create three equal-sized“lanes.” Then have that person secretly designate onelane to be where the gill net will be. (Be sure the

person tells you which lane he or she has selectedbefore the other students start “swimming.”)

Meanwhile, divide the rest of the students asfollows (you need not label them, but they shouldremember the identity they’ve been assigned):

1) 1/4 of the students = adult tuna2) 1/4 of the students = juvenile tuna3) 1 student = sea turtle4) 1 student = dolphin5) 2 to 4 students = small fish6) 1/2 of remaining students = adult sharks7) other 1/2 of remaining students =

juvenile sharks

Now gather the students at one end of theclassroom, and tell them they have to walk to theother end. When they reach the ropes, they shouldcontinue down one of the three lanes. Tell them thatthe fisher has placed a gill net across one of theselanes, but since fish cannot see gill nets, neither canthe students. Tell them that they cannot changetheir lane once they have selected it.

The marine creatures should “swim” from one endof the room to the other, and they should stay intheir lanes at the other end of the room. Then havethe fisher announce which lane had the gill net, andhave him or her count up the catch. All the smallfish would have been able to swim through thenetting in the gill net. The remaining creaturesshould be considered caught.

Run through the simulation again if time permits,recording both simulations on Chart B. Have thestudents copy the figures onto Fishing Worksheet A,Chart B and compare with the results logged onChart A.

3–Sharks in Decline Sharks Case Study

In Hong Kong, a bowl of shark-fin soup can sell for as much as $90!

gill net

Windows on the Wild: Oceans of Life 233

4. Simulation C: LonglinesExplain to the group that longlines are just what

they sound like: long, thin cables or monofilamentstrands that stretch as far as 40 miles across theocean. (Help your students understand this distanceby comparing the distance to a place about 40 milesaway from your classroom.) Tell the students that ona longline, there is a float attached to the cableevery few hundred feet and a baited hook every fewfeet. Longlines are often used to capture tuna andbillfish such as swordfish. But they also unintention-ally catch many sharks.

Choose two people to be longline fishers. Givethem one rope, the clothespins, and 10 or morepieces of paper. Thenhave them go outinto the hall andclip the paper onthe rope in whateverdistribution theywant. Tell them thatthey’ll learn how to“fish” with theirlongline when theyget back into theroom.

While the fishers are out of the room, divide thegroup as follows (again you need not label them, butthe students need to remember the identity they’vebeen assigned):

1. 1/4 of students = adult tuna2. 1/4 of students = juvenile tuna3. 2 students = sea turtles4. 1 student = dolphin5. 1/2 of remaining students = adult sharks6. other 1/2 of remaining students = juvenile

sharks

Tell the fish to stand around the room in anyconfiguration they want. The only thing they maynot do is stand directly behind another fish. Tell thefish you haven’t yet decided which side of the room(front or back) the fishers will start from, so there’sno point in bunching up at the back of the class.

Bring the two fishers in and have them stand atthe front or back of the room with their ropestretched out across the classroom. Explain that thepapers on their longline are meant to represent theirbaited hooks. They should hold the rope so that thepapers pass over the heads of some fish and brushagainst others. Then have them walk slowly down

the length of the classroom, being sure not to shifttheir longline just to hit a particular fish. The

fish may not duck or shift their bodies toavoid one of the “hooks.” Every time a

fish is brushed by apiece of paper,

that studentshould remove

the paper. (In reallife, once a hook

has caught a fish,no other fish can be

caught on it.) Then the fishthat are caught should go to the

front of the room and identify themselves. Repeatthe simulation if time permits.

Discuss the outcome of the fishing, record it onChart C (with students copying the figures to FishingWorksheet A, Chart C), and compare the results withthose recorded on Charts A and B.

3–Sharks in Decline Sharks Case Study

longline

basking shark

World Wildlife Fund234

5. Simulation D: Trawling(See “Catch of the Day” on pages 167-169 of theShrimp Case Study.)

6. Discuss simulations.Ask the students if they have any questions aboutthe simulations. In each simulation, were theysurprised by how many sharks and other fish werecaught, even though they weren’t the targetedspecies? Explain that this unwanted catch is calledbycatch. Some students may express dismay thatfishers are responsible for killing so many marinemammals and fish that they don’t use. You mightexplain that people are working to minimize thisbycatch, but that it is difficult and expensive tochange common and ingrained practices.

7. Assign homework.Assign “Fishing Worksheet B” for homework. Use theworksheets as a means of assessing each student’sunderstanding of the concepts (see Assessments).Then return the sheets to the students and set asidea class period to review and discuss the answers.(An answer sheet is provided on page 238.)

8. Discuss status of sharks.Tell your students that because of current fishingpractices, many kinds of sharks are experiencinghuge population declines. In fact, scientists estimatethat humans kill at least 100 million sharks everyyear. What are some ways that people could try toreduce this number? (Set limits on shark catches,set limits on the size of sharks that fishers maycatch, reduce consumer demand for shark fins, orchange fishing methods.) Why might these changesbe difficult to implement? (It’s hard to rally publicconcern for sharks; many sharks move from onecountry’s waters to another’s, so fishing limits setby one or two countries won’t guarantee thatsharks are protected; current fishing methods areprofitable to the commercial fishing industry, so anychanges are likely to be resisted.)

9. Research shark conservation.As a wrap-up to the activity, have your studentsresearch current efforts in shark conservation. Theyshould search the Web, contact environmentalorganizations, check the newspaper for articles, andso on. Allow students to share their findings withthe rest of the class.

3–Sharks in Decline Sharks Case Study

trawling

The fish used in England’s famous “fish and chips” dish is sometimes from a shark—the dogfish shark.

AssessmentsFor assessment, use “Fishing Worksheet B” as ahomework assignment.

Unsatisfactory—Provides incomplete or insuffi-cient answers.

Satisfactory—Adequately answers each question.

Excellent—Provides thoughtful responses to eachquestion.

PortfolioStudents should include “Fishing Worksheets A and B”in their portfolios.

Writing IdeaHave students write a letter to the editor of a localnewspaper from a fisher’s perspective, explaining thepros and cons of the fishing methods explored in thisactivity. The letter should also discuss the need forfurther research on new ways to catch fish that causeminimal marine habitat destruction and reducebycatch.

ExtensionHave your students look into the reproductive biologyof several shark species. Do sharks reproduce in thesame way that other species of fish do? Or are sharks’reproductive habits closer to those of large mammals?Explain.

WRAPPING IT UP

Windows on the Wild: Oceans of Life 235

leopard sharks

FISHING WORKSHEET A Sharks in Decline 3

World Wildlife Fund236

Record the fishing results for each of the following methods. Circle the types of fish that were ultimately kept.

Chart A: Hook and Line

Adult tuna Juvenile tuna Adult shark Juvenile shark Other fish

Round One

Round Two

Chart B: Gill Nets

Adult Juvenile Adult Juvenile Sea Dolphintuna tuna shark shark turtle

Round One

Round Two

Chart C: Longlines

Adult Juvenile Adult Juvenile Sea Dolphintuna tuna shark shark turtle

Round One

Round Two

Chart D: Trawling

Kind of netting Targeted species Bycatch

Round One

Round Two

Windows on the Wild: Oceans of Life 237

FISHING WORKSHEET B Sharks in Decline 3

1. Explain what you think might be the advantages of each of the following fishing methods.

a. Hook and line

b. Gill nets

c. Longlines

d. Trawling

2. What do you see as the disadvantages of each of the following methods?

a. Hook and line

b. Gill nets

c. Longlines

d. Trawling

3. Most sharks reproduce slowly, producing small numbers of young at a time and maturingquite late in life—more like elephants or humans than cockroaches or rabbits. Why mightsome fishing methods, such as using drift nets and longlines, present particular problemsfor many shark species, whether they are intentionally or accidentally caught?

4. In recent years, many sharks that were caught accidentally were dumped back into thesea—dead or alive. Now, because of the rising popularity of shark-fin soup, many fishersare cutting off the sharks’ fins and then dumping the sharks back into the ocean. What doyou think of this practice?

1. Advantages of hook and line: Doesn’t require extremely expensive equipment, better ableto catch target species. Advantages of gill nets, longlines, and trawls: They catch manymore fish and require less labor and precision.

2. Disadvantages of hook and line: Requires a lot of human labor and is time intensive.Disadvantages of nets, longlines, and trawls: They catch species indiscriminately so theyaccidentally kill many unwanted species, although the size of openings in the nets’ mesh andthe types of hooks used can help make these methods more selective. In some areas, up tohalf of the bycatch consists of sharks. Also, gill nets and longlines can get lost at sea and willcontinue catching and killing fish and other marine creatures. When trawling is done alongthe ocean floor, it destroys ocean habitat.

3. Because nets and longlines catch sharks of all ages, they catch many immature females—females that have never had a chance to reproduce. For example, if a female dusky shark iscaught before she’s 22 years old, she will not have had the opportunity to produce any off-spring. What’s more, those sharks that do reach reproductive age do not produce manyyoung at a time, so populations cannot easily bounce back from heavy fishing tolls.

4. Answers will vary. Some students may point outthat cutting off the fins can give fishers some mon-etary reward for catching a shark and that it’s lesswasteful than throwing back a dead shark withoutusing any part of it. Others may think that it’s stillwasteful to use so little of a shark and may pointout that finning only increases the total number ofshark deaths and encourages the market in illegaltrade. Some students may point to the cruelty ofthrowing a mortally wounded animal back into thesea to suffer and die.

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3–Sharks in Decline Sharks Case Study

ANSWERS TO “ FISHING WORKSHEET B”Note: Answers will vary according to simulation results.

Windows on the Wild: Oceans of Life 239

". . . Or can man not only learn how to live in

harmony with his fellow men, but also contrive to

co-exist amicably with sharks, avoiding

unnecessary conflict and recognizing that planet

Earth is the home of other species, as well as

Homo sapiens, and that these species have an

equal claim on the resources of the world."

—Rodney Steel, science journalist

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SUBJECTSlanguage arts, social studies, art

SKILLSapplying (creating, synthesizing,composing), presenting (writing, illus-trating)

FRAMEWORK LINKS5, 37, 41, 42, 58

VOCABULARYattitudes, culture, nenue, Seri, Tlingit

TIMEone to two sessions, depending onprojects chosen

MATERIALScopies of “Sharks in Culture” (pages243-246), lined and unlined paper,pencil, paints, colored paper, scissors,glue, clay, musical instruments, andother items as needed

CONNECTIONSTo further explore cultural connectionswith biodiversity, use “Salmon People”(on the Web) and “The Culture/NatureConnection” in Biodiversity Basics, and“A Wild Pharmacy” in Wildlife for Sale.

AT A GLANCERead a traditional Hawaiian story about sharks andthen write a poem, make a poster, draw a comic strip, orcreate a piece of art that portrays your views towardsharks.

OBJECTIVESDescribe different cultural views of sharks. Articulateyour attitude toward sharks.

I f you could travel around the world, you’d find signs ofsharks everywhere. After all, they don’t just inhabit theworld’s oceans—they also are found in the culture and

imaginations of people. For example, sharks play a role in manyHawaiian and Polynesian stories. Sharks decorate the barkpaintings of Australian aboriginal peoples and the hats and carvedpoles of the Haida and Tlingit peoples of Alaska and BritishColumbia. Pacific Islanders and the Seri Indians of Mexico carveshark sculptures.

Take a close look at those representations and you’ll see thatnegative attitudes toward sharks aren’t universal. Far from beingthe evil villains depicted in most Hollywood movies, sharks are oftenportrayed in other cultures as powerful guardians, even deities, ofthe ocean realm.

In this activity, your students will read a Hawaiian story aboutsharks and look at pictures of shark art from around the world. Thenthey’ll make their own art to portray their perspective on sharks.

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Tlingit design

4–Rethinking SharksSharks Case Study

1. Hand out copies of “Sharks in Culture.”

Have the students look over the handout. Explainthat the story and artwork are examples of howsharks are portrayed by people from differentcultures around the world. Read “The SharkGuardian,” pages 243-244, to the class. Afterward,spend some time discussing the story and theartwork presented. Were the students surprised thatthe people in the story acted as guardians of sharks?What is the tone of the shark painting? (Emphasizesthe horror of the scene, grotesqueness of theshark.) What sense of the artists' view of sharkscomes through the other shark artwork? (All threereflect an integration of sharks with the culture—Seri sculpture comes from direct observation ofsharks in their habitat, and Australian and Tlingitpieces show spiritual connections to sharks.) Whymight people from different cultures have differentattitudes toward and relationships with sharks?(Answers will vary.)

2. Assign shark project.Tell the students that their assignment is to createtheir own written or artistic representation of theirviews of sharks. They can model their art piece afterone of the examples on their handout (for example,by writing a story about sharks, painting a shark, orcarving a shark figurine). Or, they may want to tryone of the following:

■ Write a poem about sharks, with the word“SHARKS” running down the left side and each linebeginning with one of these letters.

■ Make a poster for an imaginary movie aboutsharks. Would the shark be the villain? The hero?

■ Draw a comic strip about a superhero who does ordoes not like sharks.

■ Make a shark puppet out of fabric.

■ Make a shark piñata.

Whatever format the students choose, theirpiece should reflect their personal view of sharks.

3. Share results.Give the students an opportunity to share their artpieces informally or in a class art exhibit. They maywant display their pieces in a public space andencourage other people to rethink their attitudestoward sharks.

What to Do

Make one copy of “Sharks in Culture” for each student. Gather whatever writing or art supplies you’d like toprovide for the students’ art projects.

Before You Begin

Windows on the Wild: Oceans of Life 241

“If there is poetry in my book

about the sea, it is not because

I deliberately put it there, but

because no one could write

truthfully about the sea and

leave out the poetry.”

— Rachel Carson, ecologist

AssessmentUse the poem, poster, comic strip or art piece andhave each student write an explanation of how theirwork reveals their personal attitude toward sharks.Students should also describe the reasoning behindtheir attitudes.

Unsatisfactory—Explains either attitude or reason(but not both) or fails to explain how the artshows the attitude and reason.

Satisfactory—Describes the attitude and reasons.

Excellent—Relates the reasons with the attitudeand reveals how the work includes this.

PortfolioInclude students’ poetry and stories in their portfolios.If artwork doesn’t fit in the portfolio, have studentsmake a sketch of it or take a photo of it.

Writing IdeaHave students interview neighbors and familymembers to find out about their perspectives onsharks. Based on these interviews, students shouldwrite short “Shark Stories” that explore theircommunity’s attitudes toward sharks and highlighthow those attitudes might be linked to local culture.

Extensions■ The story you read to the students was about shark

guardians. Do the students know any other sharkguardians? Have them investigate careers that aredevoted to protecting sharks.

■ Have the students visit Web sites of organizationsworking on shark conservation. Then ask them togenerate a list of what ordinary citizens can do tohelp sharks.

WRAPPING IT UP

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Windows on the Wild: Oceans of Life 243

SHARKS IN CULTURE Rethinking Sharks4

THE SHARK GUARDIAN

This is a story of the days when Mary Kawena P–uku‘i was a little girl in Ka‘–u on Hawai‘i. One very rainy dayshe got to thinking of a certain kind of fish. “I want nenue fish,” she said.

“Hush, child,” her mother answered. “We have none.”“But I am hungry for nenue fish!” the little girl repeated and began to cry.“Stop your crying!” said another woman crossly. “Don’t you see we can’t go fishing today? Just look out at

the pouring rain. No one can get you nenue fish. Keep still!”The little girl went off into a corner and cried softly so that no one should hear, “I do want nenue fish!

Why can’t someone get it for me?”Her aunt came in out of the rain. It was Kawena’s merry young aunt who was always ready for adventure.

“What is the matter with the child?” she was asking. “The skies are shedding tears enough, Kawena. Why doyou add more?”

“I want nenue fish,” the little girl whispered.“Then you shall have some. The rain is growing less. We will go to my uncle.”In a moment the little girl had put on her raincoat, and the two were walking through the lessening rain. It

was fun to be out with this merry aunt, fun to slip on wet rock and shake the drops from dripping bushes.At last they reached the uncle’s cave. “Aloha!” the old man called. “What brings you two this rainy morning?”“The grandchild is hungry for nenue fish,” Kawena’s aunt replied.“And nenue fish she shall have,” said the old man. Net in hand, he climbed the rocks above his cave home.

Kawena and her aunt watched him as he stood looking out over the bay. He stood there like a man of wooduntil the little girl grew tired watching. The rain had stopped and sunlight touched the silent figure. Whydidn’t he do something? Why didn’t he get her fish? Why did he stand there so long—so long?

Suddenly he moved. With quick leaps he made his way to the beach and waded out. Kawena and her aunthurried after him and saw him draw his net about some fish and lift them from the water. Just as the girl andwoman reached the beach the old man held up a fish. “The first for you,old one,” he said and threw the fishinto the bay. A shark rose from thewater to seize it. “These for the grand-child,” the old man added. He was stillspeaking to the shark as he gave four fishto Kawena.

The little girl took her fish, but her wonderingeyes were following the shark as he swam away.

“That is our guardian,” the uncle said. He too was watching the shark until it disappeared.“Tell her about our guardian,” said the aunt. “Kawena ought to know that story.”The uncle led them back to his cave. There, dry and comfortable, they sat looking down at the beach and

the bay. “It was from those rocks that I first saw him.” The uncle began, his eyes on rocks below.“One day, many years ago, I found my older brother lying on the sand. For a moment I thought that he was

dead. Then he opened his eyes and saw me. ‘Bring ‘awa and bananas,’ he whispered. I stood looking at him,not understanding his strange words. After a bit he opened his eyes again and saw me still beside him. ‘‘Awaand bananas!’ he repeated. ‘Get them quickly.’

blue shark

SHARKS IN CULTURE (Cont’d.) Rethinking Sharks4

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“As I started away I saw him pull himself to his feet, holding onto a rock. He looked out over the bay andcalled, ‘Wait, O my guardian! The boy has gone for food.’ Then he sank back upon the sand. I looked out intothe bay, but saw no one.

“I got ‘awa drink and ripe bananas and brought them to my brother. He pulled himself weakly to his feetonce more and moved out onto those rocks, motioning me to bring the food. He called again and his voicewas stronger. ‘O my guardian, come! Here is ‘awa drink! Here are bananas! Come and eat.’

“Suddenly a large shark appeared just below the rocks on which we stood. As my brother raised thewooden bowl of ‘awa, the great fish opened his mouth. Carefully my brother poured the drink into that openmouth till all was gone. Then he peeled the bananas one by one and tossed them to the shark, until the greatfish was satisfied. ‘I thank you, O my guardian!’ Brother said. ‘Today you saved my life. Come here when youare hungry.’ The shark turned and swam away.

“While my brother rested on the sand he told me his adventure. His canoe had been caught in a squall andoverturned. He was blinded by rain and waves and could not find the canoe. It must have drifted away. Thewaves broke over him and he thought the end had come.

“Then he felt himself on something firm. ‘A rock!’ he thought, and clung to it. Suddenly he felt himselfmoving through the waves and knew that he was riding on the back of a great shark and clinging to his fin.He was frightened, but kept his hold.

“The storm passed on, and my brother saw the beach. The shark swam into shallow water, and Brotherstumbled up the sand. It was there I found him.

“He never forgot that shark. Often I have seen him standing on the rocks above this cave with ‘awa andbananas ready. Sometimes he called. Sometimes he waited quietly until the shark saw him and came.Sometimes the shark drove a small school of fish into the bay as you saw just now. My brother caught someand shared them with the shark.

“The time came when my brother was very sick. Before he died he beckoned to me. ‘My guardian,’ hewhispered. ‘You must give food to the one that saved my life.’

“I have not forgotten, and the shark does not forget. I feed him ‘awa and bananas, and he sometimesdrives fish into my net. Today he wanted nenue fish and put the thought of them into your mind. Alwaysremember our guardian, Kawena.”

Kawena P–uku‘i is a woman now, but she has never forgotten the shark guardian.

Told by Mary Kawena P–uku’i

Reprinted with permission from Tales of the Menehune (Revised Edition), compiled by Mary Kawena P–uku’i, retold by Caroline Curtis, and illustrated by RobinBurningham, Copyright © 1960, Revised Edition Copyright © 1985 (reprinted 1996) by Kamehameha Schools Press.

Remoras are fish that hitch rides on the backs of sharks and other fish and eat tiny shellfish that accumulateon the sharks’ fins and gills.

Windows on the Wild: Oceans of Life 245

1) “Watson and the Shark” by John SingletonCopley, 1778.

In 1749, a 14-year-old orphan wasswimming in the harbor in Havana,Cuba, when he was attacked by ashark. This painting by Americanpainter John Singleton Copley depictsthe orphan’s shipmates’ desperateattempts to rescue him.

2) Seri Indian ironwood carvings of sharks.

The Seri Indians live on the coast of the Sea of Cortez in Sonora, Mexico, where they hunt and fish for much of their food. Some Seris carve these sculptures to depict the animals they see in their region.

Rethinking Sharks4SHARKS IN CULTURE (Cont’d.)

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Rethinking Sharks4SHARKS IN CULTURE (Cont’d.)

3) Australian bark painting with shark on it.

Australia's aboriginal people have beenmaking bark paintings for thousands of years. They grind colored rocks to make paint and use eucalyptus bark asthe canvas. The scenes on the bark paintings reflect the spiritual “dreamtime” stories of the aboriginal peoples.

4) Tlingit carved pole.

Creatures from the natural world are depicted on mostof the traditional poles of the Tlingit people of theNorthwest Coast of North America. The animals on these poles are totem animals who help shape the lives of the families connected to them.

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Reprinted with permission of Mainz Didgeridoos. Admin@mainzdidgeridoos.com.

Windows on the Wild: Oceans of Life 247

American Elasmobranch Society is a nonprofitscience organization that conducts research onsharks, skates, rays, and chimaeras, and promotespublic awareness of natural resources.www.flmnh.ufl.edu/fish

Mote Marine Laboratory's Center for SharkResearch is an international center for research,scientific collaboration, consulting, education, andpublic information on sharks and their relatives(skates and rays). Their Web site includes sharkfacts and statistics. www.mote.org

Curriculum Resources,Books, and Web Sites

The Bridge—Ocean Sciences Education TeacherResource Center is a growing collection of onlinemarine education resources. Use the Searchfeature, or under “Ocean Sciences Topics,” click on“Biology,” then “Sharks.” Sea Grant MarineAdvisory Services, Virginia Institute of MarineScience College of William and Mary, GloucesterPoint, VA 23062. www.vims.edu/bridge

Great White Sharks (Adult) by Richard Ellis andJohn E. McCosker centers on one of the mostfeared ocean creatures. Extensively illustrated, thebook is the first-published compilation of informa-tion and research about great whites.(HarperCollins, 1991). $35.95

NOVA Online: Shark Attack! is an “onlineadventure” resource on the biology of sharks, theirdistribution, and the people who interact withthem. www.pbs.org/wgbh/nova/sharks

The Shark Almanac (Adult) by Thomas Allen triesto dispel myths of sharks as man-eaters and delvesinto the unknown world of these marine creatures.The book provides recent scientific research as wellas updates on continuing shark conservationefforts. (Lyons & Burford Publishers, 1999). $35.00

Shark Research Program of the Florida Museumof Natural History provides links relating to variousaspects of sharks. Viewers can visit an imagegallery featuring a range of species or click on“Education” for a discussion of shark natural history.www.flmnh.ufl.edu/fish/sharks/sharks.html

Sharks (Elementary) by Niki Walker and BobbieKalman is a general shark resource for children.Complemented by color photographs, the bookoutlines various species of sharks, from tinycookie-cutters to giant makos. (Crabtree PublishingGroup, 1997). $19.96

Sharks! (Elementary) by Irene Trimble and MikeMaydak, a work of the “Know-It-All” series, is adie-cut book featuring shark species, their diet,and physical abilities. (McClanahan Book Company,1999). $2.79

Sharks in Question: The Smithsonian AnswerBook (Adult) by Victor G. Springer and Joy P. Goldaddresses commonly asked questions about sharksin the first half of the book. The second half coversthe biology of various shark species and thereasons behind attacks on humans. (SmithsonianInstitution Press, 1989). $24.95

ResourcesSharks Case Study

Shark ResourcesHere are additional resources to help you design and enhance your Sharks Case Study. Keep in mind that thisresource list includes some of the materials we have found or used; however, there are many other resourcesavailable on sharks. For a list of general marine biodiversity resources, see the Resources section on pages360-369.

Organizations

To Culture or Not to Culture

OVERVIEWAquaculture, like any other industry, has its costs and benefits, as well as its proponentsand opponents. Students will discuss some of the pros and cons related to aquaculture. Asa class, the students will discuss the hypothetical case studies provided. In cooperativelearning groups, students will engage in an aquaculture debate in the style of a townmeeting.

OBJECTIVESStudents will:Describe impediments to aquaculture development.Describe the pros and cons of an aquaculture industry in their community.Describe the position of several community groups regarding aquaculture development.

GRADE LEVEL:6 -12

SUBJECTSScienceSocial studiesEnvironmental studies

VOCABULARYaquaculture, carnivorous, herbivorous, mangrove, sustainability

TIME2 class session

MATERIALSCopies of student handouts Two Florida Communities and Aquaculture Pros and Cons

NATIONAL SCIENCE STANDARDSThis activity supports the following National Academy of Science science educationstandards.Grades 5-8:Unifying Concepts and Processes—Systems, order and organizationStandard C: Life Science—Populations and ecosystemsStandard E: Science and Technology—Understandings about science and technologyStandard F: Science in Personal and Social Perspectives—Populations, resources, and

environmentsStandard F: Science in Personal and Social Perspectives—Risks and benefitsStandard F: Science in Personal and Social Perspectives—Science and technology in

society

Grades 9-12:

Unifying Concepts and Processes—Systems, order and organizationStandard F: Science in Personal and Social Perspectives—Natural resourcesStandard F: Science in Personal and Social Perspectives—Environmental qualityStandard F: Science in Personal and Social Perspectives—Science and technology in

local, national, and global challenges

NATIONAL SOCIAL STUDIES STANDARDSThis activity supports the following National Council for the Social Studies standards.Middle Grades:Standard I: Culture—a, dStandard III: People, Places, & Environments—kStandard IV: Individual Development & Identity—hStandard V: Individuals, Groups, & Institutions—gStandard VII: Production, Distribution, & Consumption—fStandard VIII: Science, Technology, & Society—b, d, eStandard IX: Global Connections—dStandard X: Civic Ideals & Practices—c, d, g

High School:Standard I: Culture—aStandard III: People, Places, & Environments—kStandard IV: Individual Development & Identity—hStandard VII: Production, Distribution, & Consumption—fStandard VIII: Science, Technology, & Society—d, fStandard IX: Global Connections—dStandard X: Civic Ideals & Practices—c, d

BACKGROUNDAquaculture—the production of aquatic organisms for human use—is an increasinglyimportant source of seafood. Many believe that it can help fill the gap between thegrowing demand for seafood and what can be caught in the wild. It can also provide jobsand rejuvenate the seafood processing industry in some places.

Aquaculture exists in almost every country in the world, but the US produces relativelylittle. Even though national policy is aimed at encouraging aquaculture initiatives, thereare still many barriers to starting new aquaculture ventures including:

EconomicsStarting a new aquaculture venture is expensive, it requires a large initial capitalinvestment, and it may be quite some time before entrepreneurs begin to see a profit.Banks may be skeptical about loaning large sums of money to small aquacultureentrepreneurs. As a result, new aquaculture enterprises often favor large businesses oversmaller, community operations.

Siting issuesNot every body of water can serve as a site for an aquaculture facility and many speciesare farmed inland in human-made ponds or raceways. Very specific requirements must bemet. For example, to raise Pacific White shrimp, pond water must remain near 75-85degrees for three to four months while the shrimp grow to full size. For salmon or otherfinfish grown in net-pens in the ocean, you must have very strong tides to disperse thewasted produced from the finfish or you risk polluting the surrounding waters. Foroysters, mussels and other mollusks, you must have nutrient-rich water. Culturingmollusks and aquatic plants usually has minimal negative environmental consequences.

Aquaculture operations in the ocean and on the coast are always at the mercy of MotherNature. Storms and other oceanographic and meteorological conditions can wreak havocon one’s fish, mollusk, or shrimp farm. A specific threat related to farmed bivalves is atiny organism called fecal coliform bacteria which can enter the water via sewage,particularly during times of flooding. Because these bacteria can contaminate the bivalvesand threaten the health of consumers, mollusks must be grown in clean waters. In spite ofall these hazards, excellent environments for aquaculture operations across the U.S. doexist.

Environmental issuesAquaculture production of some species and in some areas is being done in a way thatminimizes environmental impact. Several conservation organizations such as MontereyBay Aquarium, Environmental Defense, and Blue Ocean Institute publish seafood cardsthat rate farmed catfish and tilapia, for example, “green” (the best designation). But manypeople are concerned that some forms of aquaculture can create more problems than theyalleviate. On fish farms, species such as shrimp and salmon are fed high-protein pelletswhich include high percentages of fishmeal and fish oil made from small wild fish suchas anchovies. There is a range of scientific opinion about exact conversion ratios, butfisheries experts agree that raising carnivorous species currently consumes more fish thanit produces, putting pressure on wild fish populations.

To make way for modern aquaculture operations, farm fields may be flooded for catfishponds, shrimp farms may be adjacent to sensitive coastal forests, and waters in coastalareas may be fenced to raise “crops” of salmon, mollusks, and seaweed.

Dead fish, uneaten food, and excrement wash directly into waterways from many modernaquaculture operations. And the antibiotics, vaccines, and chemicals that many farmersuse to fight disease get flushed away, too, with unknown effects on wild fish and theirhabitat. The U.S. Environmental Protection Agency recently established nationalstandards to control the effluent from aquaculture operations.

Fish farms often raise fish that aren’t native to the area. Farmed fish are usually stockedin cages when disease-free. They often catch diseases that are naturally occurring in thewater and on wild fish, and then amplify the disease or parasite due to high stockingdensities. Now the disease can become a much larger threat to wild fish that swim by thenet-pens. When farmed fish escape, they can become established in the wild, and

compete with or prey on native fish. Up to 50% of salmon caught in certain rivers inNorway are of farmed origin, and on average they estimate that 1/4 of all salmon in thewild are of farmed origin (not just escapees, but also offspring of escapees).

OppositionAmong the biggest barriers to starting new aquaculture ventures in the U.S. is a lack ofappropriate areas for mariculture or culture of species along the coast combined withlocal public opposition. Although there are many people who support and encourage agrowing aquaculture industry, there are others who oppose growth in this industry if itdoes not appear sustainable.

A long-term goal of the aquaculture industry and government proponents is to help offsetthe annual $8 billion seafood trade deficit (as of 2005). For example, the US is the largestimporter of farmed shrimp, and currently, over 70% of the seafood that Americansconsume is imported, and at least 40% of our seafood imports are aquaculture products.Success with aquaculture in the United States requires high rate and high yieldproduction systems that are both environmentally and economically sustainable and yielda high quality product.

BEFORE YOU BEGIN1. Make copies of the Two Florida Communities handout for each student.2. If desired, make copies of the Aquaculture Pros and Cons handout for each student.

WHAT TO DOBefore the Activity1. Prior to class, have the students read the Two Florida Communities handout.

The Activity1. As a class or in cooperative learning groups, review the Two Florida Communities

handout describing the hypothetical case study about Gull Island and Tern Island.Develop a possible pros and cons list for aquaculture or use the Aquaculture Pros andCons handout provided.

2. Engage the class in a discussion about the case study. How and why did the twocommunities reach such different conclusions about the issue of shrimp farming?

3. Introduce the idea of a town meeting or debate in which various members of thecommunity come together to reach a consensus on an issue or proposal which willaffect their community. Explain that the class will conduct their own town meeting todecide whether to permit the establishment of an aquaculture venture in their owncommunity.

4. Have the class set the parameters of the aquaculture site that is being proposed:a. Will the company be culturing finfish, shellfish, or sea vegetables? Will it be a

carnivorous or herbivorous species? What species?

b. Will the site be warmwater, coldwater or marine? A river, estuary, shorefront,land-based, or deepwater?

c. Is the area already used by others? By whom?

5. In the aquaculture debate, groups of students will role play a position on aquacultureand defend it in a town meeting. Select about six roles from this list, or create rolesappropriate to your community: commercial fisherperson, tourist bureaurepresentative, homeowner, vacationer, local/state politician, small-scale aquacultureentrepreneur (local), large-scale aquaculture entrepreneur (international), scientist, orconservation group representative.

Before the debate, stress the professionalism and decorum which ought to take placein a town meeting. Establish a set of guidelines based on mutual respect so that thedebate does not degenerate into a shouting match. You may need to stress that thepoint of a debate is to adopt the position of the group and defend that position. Theposition may or may not reflect the students’ own opinions. Therefore, students oughtnot to feel personally attacked and have the advantage of learning how to arguepositions other than their own. Students should gain an understanding of thecomplexity of community issues.

6. Break the class up into as many groups as there are roles. Assign (or let the groupschoose) a different role for each cooperative learning group. You may want toprovide a “blurb” describing each group’s general position on aquaculture. However,be careful not to pigeonhole groups into black and white categories. There areadvantages to letting the students struggle with defining the roles of these groupsthemselves, rather than providing them with a predetermined script. Encouragegroups to approach this as a real-life scenario.

Give students time (20-30 minutes) to prepare their case. They can use the TwoFlorida Communities handout and the Aquaculture Pros and Cons as referencematerials to help build their arguments. Case statements can include stipulations suchas: “I support aquaculture in the community if x, y, and z are included.”

7. Give each group three minutes to present their case. After all groups have spoken, anygroup may “counter” or challenge another group’s argument. Be sure to give thechallenger a time limit (one or two minutes) and give the challenged group anopportunity to respond. Limit challenges and responses to one per group.

8. After the debate is over, individuals will be asked to vote on whether or not they wantto start an aquaculture venture in their community and what, if any, stipulationsthey’d enforce. Write the final decision on the board or overhead and, as a group, listthe reasons and/or stipulations for the decision.

ASSESSMENTAsk students to write an essay describing their personal opinion regarding the class voteand explain their reasoning.

EXTENSIONS• Survey/Questionnaire: Ask students to create a survey/questionnaire to determine

how members of the community would feel (or do feel) about having an aquaculturefacility in their community. Have them survey family, friends, and members of thecommunity and share their results with the class. Students may also choose to tape apersonal interview with someone who has an interesting point of view.

• Marine Issues: Divide students into groups and have each group monitor one localmarine issue or controversy involving fisheries and/or aquaculture.

CREDITAdapted with permission from “To Culture or Not to Culture: The ControversyContinues” in the Maine Aquaculture Curriculum Guide by the Maine AquacultureInnovation Center, www.maineaquaculture.org.

TWO FLORIDA COMMUNITIES

Two island communities in Florida were approached by shrimp farming entrepreneurs.One community said yes while the other community said no. Why?

A few years ago both Gull Island and Tern Island were approached by separatecompanies wishing to establish shrimp farming operations on their islands. The majorityof the year-round residents on Gull Island and Tern Island make their living as fishermenand wild shrimpers. While the residents of Tern Island fiercely rejected the proposal forshrimp farming ponds on their island near the coast, the residents of Gull Island grappledwith the proposal for some time and eventually decided to accept it and try shrimpfarming, hoping to supplement their traditional fishing income. What prompted these twosimilar communities to have such different responses to shrimp farming on their islands?Let’s take a look at these two different approaches.

Tern IslandIn 2003, a representative from Shrimp Servers Inc. submitted a proposal for a 10-yearlease of 100 acres of coastal lands on Tern Island. The residents of Tern Island were firstintroduced to the proposal at a public hearing. No attempt was made to introduce the ideato Tern Island’s residents prior to the hearing, and the people of Tern Island were notpleased about being left in the dark.

The proposed 100-acre lease area was near coastal mangrove forests, which wereimportant breeding and feeding grounds for the fish and wild shrimp that the residentsdepended on for their income. The fishing community was concerned about not havingaccess to the coast near those 100 acres but, more importantly, they worried about theeffect the shrimp ponds would have on the nearby waters and mangrove forests. Theyfeared contamination of the water from the shrimp food and waste, antibiotics used in theponds, chemicals used in the shrimp foods, and diseases spread by the farmed shrimp.Another fear was that escaped shrimp could mix with wild shrimp and negatively affectthe local native shrimp species. Many of these fears were valid, while others were not.Contamination problems have arisen in some shrimp pond operations due to poormanagement. Producers using better management practices and following U.S.regulations would have a very low risk of contamination.

The effect of aquaculture on the local economy was another issue for the residentsof Tern Island. While Shrimp Servers Inc. promised economic gain, residents feared thatthe big corporation would bring workers from off-island. Residents researched the jobtotal and determined that there would be a total of only three to five jobs available, whichmight not make up for the money lost from the 100 acres of land leased to ShrimpServers Inc.

Another issue was tourism. Tourists and summer residents alike are attracted bythe beauty of the island. In the summer, the size of the island swells from 1,200 to 6,000.Islanders feared the shrimp ponds would be an eyesore that would compromise thenatural beauty of the island, deter tourists, and reduce the property value of their homes.Due to community opposition, Shrimp Servers Inc. withdrew its proposal.

Gull IslandSoon after the Tern Island aquaculture fiasco, Gull Island was approached with a

different shrimp farming proposition. Initially, a representative of Shrimp Lovers Ltd.came to the island to speak with members of the Gull Island Fisherman’s Coop. Membersof the community were invited to several informative discussions to decide whether theywere interested in exploring shrimp farming as an option. Although there was a great dealof negative aquaculture propaganda floating around the community, there was little in theway of concrete information. Keeping an open mind, the Gull Island Fisherman’s Coopthoroughly researched shrimp farming, and visited other shrimp farms in Florida andTexas.

A number of the shrimp farms that Gull Island residents visited were well runoperations employing former and current fishermen. The farms used better managementpractices including fully recirculating water systems and bacteria capable of digestingshrimp wastes rather than traditional water discharge shrimp culture systems. As a resultthe effluent did not flow into oceans or rivers and affect local fish populations. The farmsavoided problems with contamination and disease by ensuring that the shrimp were notstressed by overcrowding, which minimized their use of antibiotics and other chemicals.They followed U.S. laws regarding antibiotic and chemical use, only using those that hadbeen reviewed and approved by the Food and Drug Administration’s Center forVeterinary Medicine. Shrimp farmers frequently commented that if the shrimp pondswere to contaminate the waters in any way, their stocks would be the first ones to suffer.

Although the Gull Island fishing community was sufficiently convinced about themerits of aquaculture to continue exploring shrimp farming as an option, there was stillopposition from members of the community. Some residents remained concerned aboutthe potential environmental problems associated with aquaculture. Other residents feltthat the shrimp farms would bring competition and have a negative economic affect onthe wild shrimpers. Still others were concerned with the aesthetic value of their coastlineand the affect that shrimp farms could have on the property value of their homes. Muchof this opposition came from summer residents and tourists.

Ultimately, there was greater support for shrimp farming than there wasopposition to it. Shrimp Lovers Ltd. Offered to help set up any member of the communitywho wanted to get involved in shrimp farming, so a mutually beneficial partnership wasestablished. Gull Island began shrimp farming very conservatively, with two ponds on 25acres. They invested in a “zero-discharge” system that used settling ponds and employedbacteria to digest the shrimp wastes, and purposefully stocked shrimp in low densities toavoid problems associated with overcrowding. As a result of their caution, no antibioticswere necessary and the shrimp and the surrounding habitat were healthy.

Aquaculture: Pros and Cons

Arguments in favor of aquaculture:1. Can create jobs in community2. Can increase revenue on city, state and national level3. Can reduce seafood trade deficit4. Can help feed a growing U.S. and world population5. Can encourage local investment6. Can increase scientific knowledge and technology7. Can place more emphasis on protecting coastal waters from pollution, especially

in the case of mollusk and seaweed culture.8. May reduce fishing pressure on certain wild stocks if that species can be produced

through aquaculture rather than fished.

Arguments against aquaculture:1. Can conflict with other users of water bodies such as lobstermen, fishermen or

migrating fish2. Can put excess pressure on wild stocks that are used to create high protein feed

pellets3. Can amplify and transfer disease and parasites to wild fish populations4. Can pollute water systems with excess nutrients (fish feed & wastes), chemicals

and antibiotics5. Can compromise native gene pools if farmed fish and native species interbreed6. Can threaten livelihood of fishermen7. Can be an unpredictable enterprise for small local communities due to its

susceptibility to severe weather, predators, disease, and global competition8. Can compromise the aesthetic beauty of coastline